Tuesday, June 12, 2007

GLOBAL REGENTS AUGUST 2003

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The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
GLOBAL HISTORY
AND GEOGRAPHY
Wednesday, August 13, 2003 — 12:30 to 3:30 p.m., only
Student Name______________________________________________________________
School Name _______________________________________________________________
Print your name and the name of your school on the lines above. Then turn to the last
page of this booklet, which is the answer sheet for Part I. Fold the last page along the
perforations and, slowly and carefully, tear off the answer sheet. Then fill in the heading of
your answer sheet. Now print your name and the name of your school in the heading of
each page of your essay booklet.
This examination has three parts. You are to answer all questions in all parts. Use black
or dark-blue ink to write your answers.
Part I contains 50 multiple-choice questions. Record your answers to these questions
on the separate answer sheet.
Part II contains one thematic essay question. Write your answer to this question in
the essay booklet, beginning on page 1.
Part III is based on several documents:
Part III A contains the documents. Each document is followed by one or more
question(s). In the test booklet, write your answer to each question on the lines
following that question. Be sure to enter your name and the name of your school on
the first page of this section.
Part III B contains one essay question based on the documents. Write your
answer to this question in the essay booklet, beginning on page 7.
When you have completed the examination, you must sign the statement printed on
the Part I answer sheet, indicating that you had no unlawful knowledge of the questions or
answers prior to the examination and that you have neither given nor received assistance in
answering any of the questions during the examination. Your answer sheet cannot be
accepted if you fail to sign this declaration.
DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN.
1 In which field of study do people learn about the
development of early human beings?
(1) economics
(3) political science
(2) cartography
(4) anthropology
2 Which document is an example of a primary
source?
(1) a novel on the Age of Discovery
(2) a diary of a Holocaust survivor
(3) a textbook on Latin American history
(4) an encyclopedia article on Songhai culture
3 Hunting and gathering, subsistence agriculture,
and the barter system are characteristics of a
(1) market economy
(2) command economy
(3) traditional economy
(4) mixed economy
4 Hammurabi’s code of laws and Qin dynasty
legalism are similar in that both promoted the
idea that
(1) worship of leaders will maintain the power of
an empire
(2) an informed citizenry will help maintain
peace and prosperity
(3) equality of the people is the most important
goal of government
(4) harsh punishments for crimes will lead to a
more orderly society
5 An important factor that prevented the ancient
Greek city-states from uniting to form a single
nation was the
(1) lack of a common language
(2) size of the desert regions
(3) mountainous topography of the region
(4) cold, hostile climate
6 China under the Han dynasty and the Roman
Empire were similar in that both grew wealthy
because they
(1) developed extensive trade networks
(2) created classless societies
(3) encouraged democratic ideals
(4) established free-market economies
7 Judaism, Islam, and Christianity share a belief in
(1) papal supremacy
(2) teachings of the Koran (Quran)
(3) reincarnation and the Four Noble Truths
(4) an ethical code of conduct and monotheism
8 Feudalism influenced Europe and Japan by
(1) providing social stability
(2) fostering the growth of religion
(3) eliminating warfare
(4) encouraging formal education
9 “. . . Christian warriors, He who gave His life for
you, today demands yours in return. These are
combats worthy of you, combats in which it is
glorious to conquer and advantageous to die.
Illustrious knights, generous defenders of the
Cross, remember the examples of your fathers
who conquered Jerusalem, and whose names are
inscribed in Heaven; abandon then the things
that perish, to gather unfading palms, and
conquer a Kingdom which has no end.”
— St. Bernard of Clairvaux
This statement was most likely used to encourage
people to
(1) repel a Viking invasion
(2) stop advancement of the Huns in Europe
(3) join the Crusades
(4) force Russians to convert to Catholicism
Global Hist. & Geo. –Aug. ’03
[2]
Part I
Answer all questions in this part.
Directions (1–50): For each statement or question, write on the separate answer sheet the number of the word
or expression that, of those given, best completes the statement or answers the question.
10 One similarity between the Mongols of Central
Asia and the Incas of South America was that
both societies
(1) developed cash-crop farming
(2) based their wealth on the slave trade
(3) adapted to difficult physical environments
(4) practiced monotheistic religions
Base your answers to questions 11 and 12 on the
map below and on your knowledge of social studies.
11 One reason for the success of the cities in the
Hanseatic League and the Italian city-states was
that both were
(1) protected by mountains
(2) isolated from the rest of Europe
(3) accessible by water
(4) close to a network of navigable rivers
12 Which economic practice developed as a result of
the growth of the trade routes shown on the map?
(1) capitalism
(2) hunting and gathering
(3) subsistence farming
(4) manorialism
13 The Renaissance in western Europe is best
described as a period marked by
(1) unquestioned reliance on the teachings of
Aristotle
(2) an advance of Muslim culture
(3) Christian unity throughout the region
(4) great intellectual and artistic creativity
14 “. . . The King is a declared enemy of the Jews.
He will not allow any to live in the city. If he hears
it said that a Berber merchant frequents them or
does business with them, he confiscates his
goods. There are in Timbuktu numerous judges,
teachers, and priests, all properly appointed by
the king. He greatly honors learning. Many hand-
written books imported from Barbary are also
sold. There is more profit made from this
commerce than from all other merchandise. . . .”
— Leo Africanus, The Description of Africa, 1526
This passage suggests Timbuktu was a city that
(1) participated frequently in war
(2) emphasized literacy and trade
(3) protected the human rights of all citizens
(4) selected political leaders through democratic
elections
15 After contact with Europeans in the 1500s,
millions of native peoples in the Americas died as
a result of
(1) new foods, which the native peoples could
not digest
(2) religious persecution resulting from the
Spanish Inquisition
(3) new diseases to which the native peoples had
no natural immunity
(4) slavery and the terrible conditions on their
sea journey to Europe
16 During the Age of Absolutism (1600s and 1700s),
European monarchs tried to
(1) increase individual rights for their citizens
(2) develop stronger relations with Islamic rulers
(3) encourage the growth of collective farms
(4) centralize political power within their nations
Global Hist. & Geo. –Aug. ’03
[3]
[OVER]
18 The writings of the 18th-century French
philosophers Diderot, Rousseau, and Voltaire
influenced the
(1) policies of the enlightened despots
(2) start of the Neolithic Revolution
(3) success of the German unification movement
(4) spread of imperialism to Africa and Asia
19 A long-term result of the Industrial Revolution in
Europe was
(1) an increase in the number of small farms
(2) a decline in international trade
(3) a general rise in the standard of living
(4) a strengthening of the economic power of the
nobility
Base your answer to question 17 on the map below and on your knowledge of social studies.
Global Hist. & Geo. –Aug. ’03
[4]
17 Based on this map, which statement is accurate concerning China between 1400 and
1500?
(1) Most of China’s commerce was conducted on overland trade routes.
(2) China remained isolated from outside contacts.
(3) The Ming dynasty traded more with Persia than with any other culture.
(4) China interacted and traded with many diverse cultures.
Base your answers to questions 20 and 21 on the map below and on your knowledge of social studies.
Global Hist. & Geo. –Aug. ’03
[5]
[OVER]
20 What is the most appropriate title for the map?
(1) The Industrial Revolution
(2) Imperialism in Africa
(3) The Age of Discovery
(4) Atlantic Trade Routes
21 Which economic system was responsible for the
creation of the situation shown on the map?
(1) feudal system
(3) socialism
(2) mercantilism
(4) barter system
22 “. . . Give Venezuela such an executive power in
the person of a president chosen by the people or
their representatives, and you will have taken a
great step toward national happiness. No matter
what citizen occupies this office, he will be aided
by the Constitution, and therein being
authorized to do good, he can do no harm,
because his ministers will cooperate with him
only insofar as he abides by the law. If he
attempts to infringe upon the law, his own
ministers will desert him, thereby isolating him
from the Republic, and they will even bring
charges against him in the Senate. The ministers,
being responsible for any transgressions
committed, will actually govern, since they must
account for their actions. . . .”
— Simón Bolívar, 1819
In this passage, which type of government is
Simón Bolívar proposing for Venezuela?
(1) theocracy
(3) democracy
(2) monarchy
(4) dictatorship
23 Lenin’s promise of “Peace, Land, Bread” during
the Bolshevik Revolution of 1917 was made in an
effort to
(1) end France’s occupation of Russia
(2) gain popular support to overthrow the
government
(3) restore Czar Nicholas II to power
(4) resolve conflicts between farmers of diverse
ethnic backgrounds
24 Under Joseph Stalin, peasants in the Soviet
Union were forced to
(1) become members of the ruling party
(2) support the Russian Orthodox Church
(3) join collective farms
(4) move to large cities
Global Hist. & Geo. –Aug. ’03
[6]
25 Since the late 1940s, Northern Ireland, India, and
Israel have all faced which common problem?
(1) the need to adjust to a post-communist
political system
(2) continued violent confrontations between
different religious groups
(3) economic depression that resulted from rapid
industrialization
(4) overpopulation of urban centers
26 One reason that Britain and France agreed to
appease Hitler at the Munich Conference was to
(1) prevent the start of another world war
(2) stop the Nazis from invading the Soviet
Union
(3) obey an order from the League of Nations
(4) obtain advanced German military weapons in
exchange
27 Nazi Germany, Fascist Italy, and Communist
Russia were similar in that each
(1) protected individual rights
(2) elected their leaders through popular vote
(3) supported market-based economies
(4) established totalitarian governments
28 A. Atomic bombs dropped on Hiroshima and
Nagasaki.
B. Allies invade Europe on D-Day.
C. Germany invades Poland.
D. Japanese attack Pearl Harbor.
Which sequence shows the correct chronological
order of these World War II events, from earliest
to latest?
(1) A → B → C → D
(3) C → D → B → A
(2) B → A → D → C
(4) D → C → A → B
29 The United Nations was created primarily to
(1) prosecute persons accused of war crimes
(2) contain the spread of communism
(3) channel relief aid to war-torn nations
(4) provide a means of solving international
problems
30 During most of the Cold War period, which two
nations were divided into communist and
noncommunist parts?
(1) China and Mongolia
(2) Vietnam and Korea
(3) Pakistan and Ireland
(4) Poland and Cuba
31 Pol Pot, Joseph Stalin, and Slobodan Milosevic were
similar in that each leader supported actions that
(1) modernized their economies
(2) introduced democratic ideas
(3) supported minority rights
(4) violated human rights
32 A major goal of the Organization of Petroleum
Exporting Countries (OPEC) in world affairs is to
(1) encourage development of alternative energy
sources
(2) promote international free trade
(3) provide funds for the World Bank
(4) regulate oil policies
33 Which concept led to the formation of the North
American Free Trade Agreement (NAFTA) and
the European Union (EU)?
(1) nationalism
(3) interdependence
(2) imperialism
(4) socialism
34 In the Soviet Union under Mikhail Gorbachev,
the trend toward private ownership of businesses
represented a move away from
(1) a traditional economy
(2) a command economy
(3) a free-market economy
(4) laissez-faire economics
Base your answer to question 35 on the cartoon
below and on your knowledge of social studies.
35 The main idea of the cartoon was that in South
Africa
(1) the fall of apartheid ended racial tensions
(2) Nelson Mandela was unable to bring about
political reform
(3) another communist government lost power
(4) a significant step was taken toward racial equality
36 “Women of Kuwait Demand the Right to Vote”
“Property Inheritance Still Limited for Women of
Nepal”
“Women in Jordan Form Alliance to Increase
Political Representation”
Which conclusion is supported by these headlines?
(1) Equal rights for women continues to be a
global concern.
(2) Women are not active in political issues.
(3) Women have achieved equality in the area of
education.
(4) Communist governments have insured equal
rights for women.
Base your answers to questions 37 and 38 on the
graph below and on your knowledge of social studies.
37 The graph shows that between 1950 and 2000 the
world’s population increased by approximately
(1) 1 billion
(3) 6 billion
(2) 4 billion
(4) 8 billion
38 What is one explanation for the great change in
the world population between 1950 and 2000?
(1) Family planning was successful.
(2) There was an absence of war and conflict.
(3) New medicines and technology were discovered
and applied.
(4) Famine and other natural disasters increased.
39 What is the primary reason that increasing numbers
of Latin American citizens have immigrated to the
United States over the last three decades?
(1) escape from the threat of communism
(2) desire for religious freedom
(3) fear of natural disasters
(4) hope for economic opportunities
Source: Dennis Renault, The Sacramento Bee (adapted)
Global Hist. & Geo. –Aug. ’03
[7]
[OVER]
*
41 Which heading best completes the partial outline
below?
I. ________________________________
A. Established a direct but limited
democracy
B. Stressed the importance of the
individual
C. Considered the political ideas of
Socrates, Plato, and Aristotle
D. Encouraged all citizens to participate
in government
(1) Political Developments of the City-State of
Athens
(2) Effects of the Roman Empire on Economic
Development
(3) Influence of Belief Systems on Byzantine
Society
(4) Achievements of the Age of Enlightenment
42 The spread of Buddhist ideas and customs to
China and Southeast Asia was the result of
(1) the Mandate of Heaven
(2) economic dependence
(3) cultural diffusion
(4) the civil service system
43 Meiji reformers of Japan and Peter the Great of
Russia were similar in that both emphasized
(1) socialism
(3) westernization
(2) isolationism
(4) democratization
44 The Sepoy Mutiny in India and the Boxer Rebellion
in China were responses to
(1) Mongol invasions
(2) European imperialism
(3) Japanese aggression
(4) African slave trading
Global Hist. & Geo. –Aug. ’03
[8]
Base your answer to question 40 on the chart below and on your knowledge of social studies.
40 Between 1960 and 1987, a major effect of the Green Revolution on India was
(1) a decrease in the production of grain after 1975
(2) an increase in grain imports after 1984
(3) an overall increase in the production of grain since 1966
(4) a steady decrease in grain imports from 1960 to 1966
Global Hist. & Geo. –Aug. ’03
[9]
[OVER]
Base your answer to question 45 on the map below and on your knowledge of social studies.
45 Which inference is best supported with information provided on the map?
(1) Most of China’s people live in the eastern part of the country.
(2) Much of China has a climate that is too hot to allow farming.
(3) China has more people than its land can support.
(4) Most Chinese people make a living working in factories.
46 During the 19th century, industrialization in
Great Britain differed from industrialization in
Japan mainly because Great Britain
(1) had greater deposits of natural resources
(2) encountered government resistance to
economic growth
(3) used isolationism to increase its economic
power
(4) duplicated the factory systems used in China
47 Which statement is accurate about the Hungarian
Revolution in 1956 and the Tiananmen Square
demonstrations in 1989?
(1) These events led to democratic reforms.
(2) Repressive action was taken to end both
protests.
(3) Strong action was taken by the United Nations.
(4) Both events brought communist governments
to power.
Base your answers to questions 48 and 49 on the map below and on your knowledge of social studies.
Global Hist. & Geo. –Aug. ’03
[10]
48 Based on this late 20th-century map, which conclusion is accurate?
(1) The worldwide distribution of wealth is unequal.
(2) Social mobility between social classes is increasing.
(3) The communist movement is growing.
(4) Economic self-sufficiency in less developed countries is increasing.
49 During the 1800s, which description would have applied to most of those areas shown
on the map with a per capita income of up to $1,000?
(1) leading industrial powers
(2) colonies of western European powers
(3) countries of eastern Europe
(4) countries with democratic governments
Source: James Killoran et al., The Key to Understanding Global History,
Jarrett Publishing Co., 1998 (adapted)
50 Which speech described the political alignment shown on the map?
(1) Pericles’ “Funeral Oration”
(3) Hirohito’s “Surrender”
(2) Bismarck’s “Blood and Iron”
(4) Churchill’s “Iron Curtain”
Global Hist. & Geo. –Aug. ’03
[11]
[OVER]
Base your answer to question 50 on the map below and on your knowledge of social studies.
Global Hist. & Geo. –Aug. ’03
[12]
Answers to the essay questions are to be written in the separate essay booklet.
In developing your answer to Part II, be sure to keep this general definition in mind:
discuss means “to make observations about something using facts, reasoning, and argument;
to present in some detail”
Part II
THEMATIC ESSAY QUESTION
Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the task
below, and a conclusion.
Theme: Human and Physical Geography (Geographic Impact on Societies)
Geographic factors such as land features, resources, location, and climate
of nations and regions affect how people live.
Task:
• Select one geographic factor that influenced life in a nation or region
before A.D. 1500, and using specific examples, discuss the influence of that
geographic factor on the people of that nation or region
• Select a different geographic factor that influenced life in a nation or
region after A.D. 1500, and using specific examples, discuss the influence
of that geographic factor on the people of that nation or region
You may use any examples from your study of global history and geography. You must
select a different geographic factor for each time period discussed. For example, you may not
write about two rivers in different parts of the world. Do not use geographic factors from
the United States in your answer. Some suggestions you might wish to consider include the
Nile River in Egypt, the mineral wealth of Africa, the monsoons in South Asia, oil in the
Middle East, Japan’s location near China, the plains of Northern Europe, rain forests in Latin
America, and mountains in eastern Europe.
You are not limited to these suggestions.
Guidelines:
In your essay, be sure to:
• Address all aspects of the Task
• Support the theme with relevant facts, examples, and details
• Use a logical and clear plan of organization
• Introduce the theme by establishing a framework that is beyond a simple
restatement of the Task and conclude with a summation of the theme
In developing your answer to Part III, be sure to keep these general definitions in mind:
(a) discuss means “to make observations about something using facts, reasoning, and argument;
to present in some detail”
(b) evaluate means “to examine and judge the significance, worth, or condition of; to
determine the value of”
Part III
DOCUMENT-BASED QUESTION
This question is based on the accompanying documents (1–7). The question is designed to test your
ability to work with historical documents. Some of these documents have been edited for the purposes
of this question. As you analyze the documents, take into account the source of each document and any
point of view that may be presented in the document.
Historical Context:
Nationalism is a powerful force that can have positive and negative effects on
nations and regions.
Task: Using information from the documents and your knowledge of global history,
answer the questions that follow each document in Part A. Your answers to the
questions will help you write the Part B essay in which you will be asked to:
• Define the term nationalism
• Discuss how nationalism has had positive and/or negative effects on specific
nations and/or regions
• Evaluate whether nationalism in general has had a more positive or a more
negative impact on the people of the world
Global Hist. & Geo. –Aug. ’03
[13]
[OVER]
NAME___________________________ SCHOOL___________________________________
Part A
Short-Answer Questions
Directions: Analyze the documents and answer the short-answer questions that follow each document in the
space provided.
Document 1
. . . Therefore, if we so ardently desire the emancipation [unification] of Italy — if we
declare that in the face of this great question all the petty questions that divide us must
be silenced— it is not only that we may see our country glorious and powerful but that
above all we may elevate her in intelligence and moral development up to the plane of
the most civilized nations. . . .
— Camillo di Cavour, 1846
1 According to Camillo di Cavour, what would be one positive result of Italian unification? [
1
]
____________________________________________________________________________________
____________________________________________________________________________________
Score
Global Hist. & Geo. –Aug. ’03
[14]
Global Hist. & Geo. –Aug. ’03
[15]
[OVER]
Document 2
2a According to Map A, how did nationalism affect the German states? [
1
]
____________________________________________________________________________________
____________________________________________________________________________________
b According to Map B, how did nationalism affect the Austro–Hungarian Empire? [
1
]
____________________________________________________________________________________
____________________________________________________________________________________
Score
Score
Document 3
A
As long as the Jewish spirit is yearning deep in the heart,
With eyes turned toward the East, looking toward Zion,
Then our hope — the two thousand year old hope —
will not be lost:
To be a free people in our land,
The land of Zion and Jerusalem.
— Hatikvah (The Hope), Israel’s national anthem
B
. . . O those who pass between fleeting words
It is time for you to be gone
Live wherever you like, but do not live among us
It is time for you to be gone
Die wherever you like, but do not die among us
For we have work to do in our land
We have the past here
We have the first cry of life
We have the present, the present and the future
We have this world here, and the hereafter
So leave our country
Our land, our sea
Our wheat, our salt, our wounds
Everything, and leave
The memories of memory
O those who pass between fleeting words!
— Mahmoud Darwish, Those Who Pass Between
Fleeting Words, Palestinian poet laureate
3a How does passage A express Israeli nationalism? [
1
]
____________________________________________________________________________________
____________________________________________________________________________________
b How does passage B express Palestinian nationalism? [
1
]
____________________________________________________________________________________
____________________________________________________________________________________
Global Hist. & Geo. –Aug. ’03
[16]
Score
Score
Global Hist. & Geo. –Aug. ’03
[17]
[OVER]
Document 4
. . . Attention: all people in markets and villages of all provinces in China — now, owing
to the fact that Catholics and Protestants have vilified [made damaging statements
about] our gods and sages, have deceived our emperors and ministers above, and
oppressed the Chinese people below, both our gods and our people are angry at them,
yet we have to keep silent. This forces us to practice the I-ho magic boxing so as to
protect our country, expel the foreign bandits and kill Christian converts, in order to
save our people from miserable suffering. After this notice is issued to instruct you
villagers, no matter which village you are living in, if there are Christian converts, you
ought to get rid of them quickly. The churches which belong to them should be
unreservedly burned down. Everyone who intends to spare someone, or to disobey our
order by concealing Christian converts, will be punished according to the regulation
when we come to his place, and he will be burned to death to prevent his impeding
[interference with] our program. We especially do not want to punish anyone by death
without warning him first. We cannot bear to see you suffer innocently. Don’t disobey
this special notice.
Source: Ssu-Yü, Teng and Fairbank, John K., China’s Response to the West:
A Documentary Survey, 1839–1923,
Harvard University Press
4 Identify one expression of Chinese nationalism in this passage. [
1
]
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Score
Global Hist. & Geo. –Aug. ’03
[18]
Document 5
. . . Why do you want to drive away the English?
. . . Because India has become impoverished by their Government. They take away our
money from year to year. The most important posts are reserved for themselves. We
are kept in a state of slavery. They behave insolently [disrespectfully] towards us and
disregard our feelings. . . .
Source: M. K. Gandhi, Indian Home Rule, Navajivan Publishing House
5 Based on the document, identify one criticism Gandhi expressed about British rule. [
1
]
____________________________________________________________________________________
____________________________________________________________________________________
Score
Document 6
6 According to these maps, how did nationalism affect the continent of Africa between 1952 and 1975? [
1
]
____________________________________________________________________________________
____________________________________________________________________________________
Global Hist. & Geo. –Aug. ’03
[19]
[OVER]
Score
Document 7
. . . From Iraq to the former Soviet empire to the Balkans, the authoritarian state exists
as a piece of machinery, man-made, breakable, the borders etched by diplomats
ignorant of or indifferent to ancient claims and tribal hate. Kurds fight for their
freedom from Iraq and Turkey; Tamils battle Sinhalese in Sri Lanka; Armenians fight
Azerbaijanis in Nagorno-Karabakh; Albanian Muslims and Serbs circle each other in
Kosovo. Last week Yemen was the latest country to break apart, as those in the south
accused the northerners of attempting to further impoverish [weaken] them. The
struggles can be ancient and visceral [deep], religious and racial, the oppressed against
the oppressors. Where the valves of democracy allow for ethnic pressures to escape,
differences are settled by discussion; in the embattled outposts of the new world order,
it is the tribes that rule, and the nature of war and peace in the next century may be
largely determined by their ambitions. . . .
— Time, May 16, 1994
7a Based on this document, identify two examples of nationalistic conflict. [
2
]
(1) __________________________________________________________________________________
(2) __________________________________________________________________________________
b Based on this document, identify one cause of these nationalistic conflicts. [
1
]
____________________________________________________________________________________
____________________________________________________________________________________
Global Hist. & Geo. –Aug. ’03
[20]
Score
Score
Part B
Essay
Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion.
Use evidence from at least four documents in the body of the essay. Support your response with
relevant facts, examples, and details. Include additional outside information.
Historical Context:
Nationalism is a powerful force that can have positive and negative effects on
nations and regions.
Task: Using information from the documents and your knowledge of global history,
write an essay in which you:
• Define the term nationalism
• Discuss how nationalism has had positive and/or negative effects on specific
nations and/or regions
• Evaluate whether nationalism in general has had a more positive or a more
negative impact on the people of the world
Guidelines:
In your essay, be sure to:
• Address all aspects of the Task by accurately analyzing and interpreting at
least four documents
• Incorporate information from the documents in the body of the essay
• Incorporate relevant outside information
• Support the theme with relevant facts, examples, and details
• Use a logical and clear plan of organization
• Introduce the theme by establishing a framework that is beyond a simple
restatement of the Task or Historical Context and conclude with a summation
of the theme
Global Hist. & Geo. –Aug. ’03
[21]
FOR TEACHER USE ONLY
Part I Score
Part III A Score
Total Part I and III A Score
Part II Essay Score
Part III B Essay Score
Total Essay Score
Final Score
(obtained from conversion chart)
The University of the State of New York
R
EGENTS
H
IGH
S
CHOOL
E
XAMINATION
GLOBAL HISTORY
AND GEOGRAPHY
Wednesday, August 13, 2003 — 12:30 to 3:30 p.m., only
ANSWER SHEET
Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Sex: ■ Female
Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Write your answers for Part I on this answer sheet, write your answers to
Part III A in the test booklet, and write your answers for Parts II and III B in the
separate essay booklet.
T
ear Here
T
ear Here
Part I
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■ Male
The declaration below should be signed when you have completed the examination.
I do hereby affirm, at the close of this examination, that I had no unlawful knowledge of the questions or answers prior to the examination and
that I have neither given nor received assistance in answering any of the questions during the examination.
____________________________________________________________
Signature
No.
Right
T
ear Here
T
ear Here
Global Hist. & Geo. –Aug. ’03
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