Tuesday, June 12, 2007

GLOBAL REGENTS AUGUST 2005


ible for its content.
Page 1
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
GLOBAL HISTORY
AND GEOGRAPHY
Tuesday, August 16, 2005 — 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
questions. 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.
The use of any communications device is strictly prohibited when taking this
examination. If you use any communications device, 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 IN GLOBAL HISTORY AND GEOGRAPHY
REGENTS IN GLOBAL HISTOR
Y AND GEOGRAPHY
1 • Oceans are an important source of food in
Japan.
• Terrace farming is used in many parts of China.
• Irrigation systems are widely used in India.
Which conclusion can best be drawn from these
statements?
(1) Many civilizations use irrigation to improve
crop production.
(2) People adapt to meet the challenges of their
geography.
(3) Fish provide adequate protein for the
Japanese.
(4) Most nations are dependent on the same food
source.
2 Which social scientists are best known for
studying the physical artifacts of a culture?
(1) geographers
(3) economists
(2) archaeologists
(4) sociologists
3 Which statement most accurately describes how
geography affected the growth of the ancient
civilizations of Egypt and Mesopotamia?
(1) River valleys provided rich soil to grow
plentiful crops.
(2) Large deserts provided many mineral
deposits.
(3) Access to the Atlantic Ocean provided trade
routes.
(4) Large savanna areas provided protection
from invaders.
4 One way in which the Five Relationships, the Ten
Commandments, and the Eightfold Path are
similar is that they
(1) promote polytheism
(2) establish gender equality
(3) provide codes of behavior
(4) describe secularism
5 The Phoenicians are often referred to as the
“carriers of civilization” because they
(1) introduced Islam and Christianity to Central
Africa
(2) established colonies throughout northern
Europe
(3) developed the first carts with wheels
(4) traded goods and spread ideas throughout the
Mediterranean region
6 The exchange of silks and spices and the spread of
Buddhism along the Silk Roads are examples of
(1) cultural diffusion
(3) ethnocentrism
(2) self-sufficiency
(4) desertification
Base your answer to question 7 on the passage
below and on your knowledge of social studies.
1. In the name of Allah, Most
Gracious, Most Merciful.
2. Praise be to Allah,
The Cherisher and Sustainer of the Worlds;
3. Most Gracious, Most Merciful;
4. Master of the Day of Judgement.
5. Thee do we worship,
And Thine aid we seek.
6. Show us the straight way,
7. The way of those on whom
Thou hast bestowed Thy Grace,
Those whose (portion)
Is not wrath,
And who go not astray.
— ‘Abdullah Y¯usuf ‘Al¯
l
, ed.,
The Meaning of The Holy Qur’¯an,
Amana Publications, 1999
7 Which concept is best reflected in this passage?
(1) baptism
(3) monotheism
(2) karma
(4) animism
Global Hist. & Geo. – Aug. ’05
[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.
8 Which accomplishments are associated with the
Gupta Empire?
(1) adoption of democracy and construction of
the Pantheon
(2) defeat of the Roman Empire and adoption of
Christianity
(3) establishment of Pax Mongolia and founding
of a Chinese dynasty
(4) use of Sanskrit language and development of
the concept of zero
9 Kievian Russia adopted the Eastern Orthodox
religion, the Cyrillic alphabet, and different styles
of art and architecture through contact with
(1) traders from South Asia
(2) conquering invaders from Mongolia
(3) crusaders from western Europe
(4) missionaries from the Byzantine Empire
10 Which statement about the Golden Age of Islam
is a fact rather than an opinion?
(1) Islamic art was more abstract than Greek art.
(2) Muslims were the best early mathematicians.
(3) Islamic society preserved Greek and Roman
culture.
(4) Muslim artists had more talent than
European artists.
11 Which economic activity was the basis for most of
the wealth and power of the West African
empires of Ghana and Mali?
(1) hunting and gathering
(2) farming and cattle ranching
(3) trading in salt and gold
(4) working in bronze and brass
12 What was one reason that some Italian cities
developed into major commercial and cultural
centers during the 13th and 14th centuries?
(1) unified central government
(2) isolationist economic policies
(3) geographic location
(4) system of social equality
13 Which two cultures most influenced the
development of early Japan?
(1) Greek and Roman
(2) Chinese and Korean
(3) Egyptian and Mesopotamian
(4) Indian and Persian
Base your answers to questions 14 and 15 on the
quotation below and on your knowledge of social
studies.
“. . . Finally, gather together all that we have said,
so great and so august [important], about royal
authority. You have seen a great nation united
under one man: you have seen his sacred power,
paternal and absolute: you have seen that secret
reason which directs the body politic, enclosed in
one head: you have seen the image of God in
kings, and you will have the idea of majesty of
kingship.
God is holiness itself, goodness itself, power
itself, reason itself. In these things consists the
divine majesty. In their reflection consists the
majesty of the prince. . . .”
— Jacques-Benigne Bossuet
14 Which concept is associated with this quotation?
(1) direct democracy
(3) socialism
(2) imperialism
(4) divine right
15 Which individual most likely opposed the form of
government described in this quotation?
(1) Ivan the Terrible
(3) John Locke
(2) Thomas Hobbes
(4) Louis XIV
16 The foreign policy of many Russian rulers
supported the country’s desire for
(1) access to inland cities
(2) more mineral resources
(3) extensive canal systems
(4) warm-water ports
Global Hist. & Geo. – Aug. ’05
[3]
[OVER]
Global Hist. & Geo. – Aug. ’05
[4]
Base your answer to question 17 on the map below and on your knowledge of social studies.
17 Which area of Europe was least affected by the Black Death?
(1) southwestern Europe
(3) eastern Europe
(2) Mediterranean Coast
(4) British Isles
18 One way in which the Magna Carta, the Petition
of Right, and the Glorious Revolution are similar
is that each
(1) strengthened the power of the pope
(2) led to the exploration of Africa
(3) limited the power of the English monarchy
(4) settled religious conflicts
19 The encomienda system in Latin America was a
direct result of the
(1) Crusades
(2) Age of Exploration
(3) Reformation
(4) Age of Reason
Source: Richard Bulliet et al., The Earth and Its Peoples: A Global History, Houghton Mifflin, 2001 (adapted)
Florence
Paris
Naples
London
Nuremberg
Warsaw
Vienna
Königsberg
Venice
Milan
Kaffa
Dubrovnik
Messina
Marseille
Barcelona
Salé
Lisbon
Liège
Constantinople
Athens
Spread of the Black Death
Key
1347
1348
1349
1350
After 1350
City or area partially
or totally spared
N
S
W
E
Global Hist. & Geo. – Aug. ’05
[5]
[OVER]
21 Sir Isaac Newton, Galileo Galilei, and Johannes
Kepler are all directly associated with the
(1) Industrial Revolution
(2) Scientific Revolution
(3) English Revolution
(4) Agricultural Revolution
22 The Enlightenment and the American Revolu-
tion were both major influences on 19th-century
uprisings in
(1) Latin America
(3) Vietnam
(2) the Middle East
(4) Japan
23 Before the French Revolution, the people of
France were divided into three estates based
mainly on their
(1) education level
(3) social class
(2) geographic region
(4) religious beliefs
24 One similarity in the leadership of Jomo
Kenyatta, José de San Martín, and Sun Yixian
(Sun Yat-sen) is that they
(1) supported nationalistic movements
(2) organized communist rebellions
(3) opposed trade with other nations
(4) established democratic rule in their countries
25 The Opium Wars in China and the expedition of
Commodore Matthew Perry to Japan resulted in
(1) the economic isolation of China and Japan
(2) an increase in Chinese influence in Asia
(3) the beginning of democratic governments in
China and Japan
(4) an increase in Western trade and influence in
Asia
26 What was a direct result of the Meiji Restoration
in Japan?
(1) Japan became a modern industrial nation.
(2) The Tokugawa Shogunate seized control of
the government.
(3) Russia signed a mutual trade agreement.
(4) Japan stayed politically isolated.
27 Which statement best describes a mixed
economy?
(1) The government determines the production
and distribution of goods and services.
(2) The products that consumers demand
determine what goods are produced.
(3) Some industries are owned by the state, and
others are privately owned.
(4) People produce the same goods, but in
different amounts, every year.
20 These illustrations suggest that early Latin American civilizations
(1) were based on European societies
(2) used advanced technology to build complex structures
(3) incorporated early Roman architectural design
(4) were strongly influenced by Renaissance humanism
Base your answer to question 20 on the illustrations below and on your knowledge of social studies.
Source: Sue A. Kime, World Studies: Global Issues and Assessments, N & N Publishing, 1995 (adapted)
Aztec Civilization (
A.D.
1200 to 1535)
Inca Civilization (
A.D.
1200 to 1535)
Global Hist. & Geo. – Aug. ’05
[6]
29 Which leader based his rule on the ideas of Karl
Marx and Friedrich Engels?
(1) Neville Chamberlain
(2) Vladimir Lenin
(3) Adolf Hitler
(4) Jiang Jieshi (Chiang Kai-shek)
30 One reason for the outbreak of World War II was
the
(1) ineffectiveness of the League of Nations
(2) growing tension between the United States
and the Soviet Union
(3) conflict between the Hapsburg and the
Romanov families
(4) refusal of the German government to sign the
Treaty of Versailles
31 Which United States foreign policy was used to
maintain the independence of Greece and
Turkey after World War II?
(1) containment
(3) nonalignment
(2) neutrality
(4) militarism
32 Which important principle was established as a
result of the Nuremberg trials?
(1) Defeated nations have no rights in
international courts of law.
(2) Individuals can be held accountable for
“crimes against humanity.”
(3) Soldiers must follow the orders of their
superiors.
(4) Aggressor nations must pay war reparations
for damages caused during wars.
33 Which statement about the European Union
(EU) is most accurate?
(1) The European Union dissolved because of
disagreements among its members.
(2) The goal of the European Union is to
improve the economic prosperity of Europe.
(3) Some nations are now being forced to
become members of the European Union.
(4) The European Union has recently expanded
to include North African nations.
28 This 2001 cartoon implies that nations in Central America are
(1) defeating enemies and overcoming all obstacles
(2) requesting assistance in the battle against drought
(3) facing several serious problems at the same time
(4) waiting patiently until the economic crisis is over
Central
America
Source: Arcadio Esquivel, La Nación,
Cartoonists & Writers Syndicate (adapted)
Base your answer to question 28 on the cartoon below and on your knowledge of social studies.
Global Hist. & Geo. – Aug. ’05
[7]
[OVER]
Base your answer to question 34 on the cartoon
below and on your knowledge of social studies.
34 What is the main idea of this cartoon?
(1) Proliferation of military weapons could
destroy the world.
(2) The world’s population is growing faster than
its food supply.
(3) The land masses of the Northern and
Southern Hemispheres are shifting.
(4) Military technology is making the world a
smaller place.
35 “. . . I saw that the whole solution to this problem
lay in political freedom for our people, for it is
only when a people are politically free that other
races can give them the respect that is due to
them. It is impossible to talk of equality of races
in any other terms. No people without a
government of their own can expect to be treated
on the same level as peoples of independent
sovereign states. It is far better to be free to
govern or misgovern yourself than to be governed
by anybody else. . . .”
— Kwame Nkrumah, Ghana: The Autobiography of
Kwame Nkrumah, Thomas Nelson & Sons, 1957
Which idea is expressed in this statement by
Kwame Nkrumah?
(1) free trade
(2) collective security
(3) self-determination
(4) peaceful coexistence
36 Most of the world’s known oil reserves are located
near which geographic area?
(1) Persian Gulf
(3) Ural Mountains
(2) North Sea
(4) Gulf of Mexico
37 The policy of strict racial separation and
discrimination that was implemented in the
Republic of South Africa is called
(1) collectivization
(3) intifada
(2) apartheid
(4) communism
38 Which statement best describes a problem facing
India today?
(1) Democracy has failed to gain popular
support.
(2) Religious and ethnic diversity has continued
to cause conflict.
(3) A decrease in population has led to labor
shortages.
(4) Lack of technology has limited military
capabilities.
Base your answer to question 39 on the cartoon
below and on your knowledge of social studies.
39 Which concept is illustrated by the cartoon?
(1) scarcity
(3) revolution
(2) capitalism
(4) interdependence
Teamwork
Source: Jim Morin, The Miami Herald,
King Features Syndicate, 1989
Source: Ellis and Esler, World History: Connections to
Today, Prentice Hall, 2001 (adapted)
40 “India Strives for Grain Self-Sufficiency by 1970”
“New Wheat Variety Grows in Arid Climate”
“Chemical Fertilizer Use Rises 10% in 1960”
“Sri Lanka’s Rice Production Increases 25% in Three
Years”
These newspaper headlines from the 1960s and
1970s describe some of the results of the
(1) Sepoy Mutiny
(2) Kashmir crisis
(3) Green Revolution
(4) Computer Revolution
Base your answer to question 41 on the diagram
below and on your knowledge of social studies.
41 What is the best title for this diagram?
(1) Elements of Belief Systems
(2) Characteristics of Classical Civilizations
(3) Benefits of the Counter Reformation
(4) Changes during the Neolithic Revolution
42 The treatment of the Armenians by Ottoman
Turks in the late 19th and early 20th centuries
and the treatment of Muslims by the Serbs of
Yugoslavia in the 1990s are both examples of
(1) coalition rule
(2) liberation theology
(3) universal suffrage
(4) human rights violations
43 The doctrines of the Roman Catholic, Eastern
Orthodox, and Protestant churches are all based
on the
(1) concept of reincarnation
(2) principles of Christianity
(3) teachings of Muhammad
(4) leadership of the pope
44 Which factor contributed to the success of the
Hanseatic League, the Kingdom of Songhai, and
the British East India Company?
(1) location in the Middle East
(2) imperialism in Europe
(3) development of trade with other regions
(4) growth of the Ottoman Empire
45 Heavy military losses in World War I, food and
fuel shortages, and opposition to the czar led to
the
(1) French Revolution
(2) Russian Revolution
(3) Chinese Revolution
(4) Cuban Revolution
46 Which geographic factor in Russia played a role
in Napoleon’s defeat in 1812 and Hitler’s defeat at
Stalingrad in 1943?
(1) Siberian tundra
(3) arid land
(2) Caspian Sea
(4) harsh climate
47 • Scholars take civil service examinations for
government positions.
• Students form Red Guard units to challenge
counterrevolutionaries.
• Students demonstrate for democratic reforms
in the capital and are killed by government
troops.
These statements describe the changing role of
students in which nation?
(1) Japan
(3) Russia
(2) China
(4) India
Global Hist. & Geo. – Aug. ’05
[8]
Nomads
Hunters and Gatherers
Simple Tools and Weapons
Farmers
Domesticated Animals
Establishment of Villages
Global Hist. & Geo. – Aug. ’05
[9]
[OVER]
Base your answer to question 48 on the map below and on your knowledge of social studies.
48 Which time period is represented in this map of Europe?
(1) before the Congress of Vienna
(2) during the Age of Imperialism
(3) between World War I and World War II
(4) during the Cold War
NATO countries
Other non-communist countries
Warsaw Pact countries
Other communist countries
Source: Ellis and Esler, World History: Connections to Today, Prentice Hall, 2005 (adapted)
49 Which type of economy would most likely be
found in this society?
(1) command
(3) free market
(2) traditional
(4) manorial
50 Based on this passage, the Samburu people
would be classified as
(1) commercial farmers (3) nomads
(2) urban dwellers
(4) serfs
Global Hist. & Geo. – Aug. ’05
[10]
Base your answers to questions 49 and 50 on the quotation below and on your knowledge of social studies.
“. . . The daily tasks of the women are to milk the cattle in the morning and evening, and
to fetch water as required. By using their donkeys it is possible for them to bring back
enough water to last two or three days. When the settlement moves, on average about
once every five weeks, each woman is responsible for moving her hut and rebuilding it.
All the necessary movables, including hides, wooden containers and important struts in
the framework of the hut, can normally be carried by two donkeys. Older women rely
on their daughters, their younger co-wives, and their sons’ wives for help in all these
tasks. . . .”
Source: Paul Spencer, The Samburu, University of California Press, 1965
Write the answer to the essay question on the lined sheets in this booklet.
In developing your answer to Part II, be sure to keep these general definitions in mind:
(a) describe means “to illustrate something in words or tell about it”
(b) discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail”
PART II
THEMATIC ESSAY QUESTION
Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the task
below, and a conclusion.
Theme: Change
Throughout history, the actions of leaders have changed the society in
which they lived.
Task:
Identify two leaders who changed the society in which they lived and for
each
• Describe one situation the leader attempted to change
• Describe one action the leader took to change this situation
• Discuss the impact of that action on the society in which the leader
lived
You may use any leader from your study of global history and geography except
Johann Gutenberg and James Watt. Some suggestions you might wish to consider include
Martin Luther, Queen Elizabeth I, Toussaint L’Ouverture, Napoleon Bonaparte,
Simón Bolívar, Otto von Bismarck, Mohandas Gandhi, Mao Zedong, Ho Chi Minh,
Fidel Castro, and Nelson Mandela.
You are not limited to these suggestions.
Do not use a leader from the United States in your answer.
Guidelines:
In your essay, be sure to
• Develop all aspects of the task
• Support the theme with relevant facts, examples, and details
• Use a logical and clear plan of organization, including an introduction and a conclusion
that are beyond a restatement of the theme
Global Hist. & Geo. – Aug. ’05
[11]
[OVER]
Global Hist. & Geo. – Aug. ’05
[12]
Write the answer to the essay question on the lined sheets in this booklet.
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; to
show the logical development or relationships of”
(b) discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail”
PART III
DOCUMENT-BASED QUESTION
This question is based on the accompanying documents. It 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:
Throughout history, changes in technology have had a great influence on society.
Development of the printing press, steam-powered machinery, and the atomic
bomb had a major impact on specific societies and the world.
Task: Using the information from the documents and your knowledge of global history,
answer the questions that follow each document in Part A. Your answers to the
questions will help you write the Part B essay in which you will be asked to
Identify two of the technological changes mentioned in the historical context and
for each
• Explain how the new technology changed the existing technology
• Discuss the impact of this new technology on a specific society or the world
NAME __________________________________________ SCHOOL ________________________
Global Hist. & Geo. – Aug. ’05
[13]
[OVER]
Part A
Short-Answer Questions
Directions: Analyze the documents and answer the short-answer questions that follow each document in the
space provided.
Document 1a
Document 1b
The Book Before Gutenberg
The earliest books were written on scrolls. From the Second Century A.D. to the present time,
however, most books have been produced in the familiar codex format—in other words, bound
at one edge. During the Middle Ages, manuscript books were produced by monks who worked
with pen and ink in a copying room known as a scriptorium. Even a small book could take
months to complete, and a book the size of the Bible could take several years. . . .
Source: www.hrc.utexas.edu/exhibitions/permanent/gutenberg/2a.html
1 According to these documents, how were books made before the development of the Gutenberg press? [
1
]
_____________________________________________________________________________________
_____________________________________________________________________________________
Score
Medieval Scriptorium
Source: www.hrc.utexas.edu/exhibitions/permanent/
gutenberg/2a.html
Global Hist. & Geo. – Aug. ’05
[14]
Document 2
2 Based on this document, state two advances in printing technology that took place between 500 and
2000. [
2
]
(1)____________________________________________________________________________________
____________________________________________________________________________________
(2)____________________________________________________________________________________
____________________________________________________________________________________
Score
Score
A.D.
500
A.D.
1000
A.D.
1500
A.D.
2000
Source: Stephen Krensky, Breaking Into Print, Before and After the Invention of the Printing Press,
Little, Brown and Company, 1996 (adapted)
700s
The Chinese
start printing with
woodblocks.
1200s
The Koreans begin
experimenting with
movable type.
1456
Gutenberg’s
42-line Bible
is finished.
1500
More than 1,000
printers are active
in Europe.
1868
The monotype machine is patented. It
combines a typewriter-like keyboard
with a type casting unit to create
individual letters at the stroke of a
finger.
Late 1800s
More efficient
printing presses
are developed,
including self-inking
capabilities and
some motorization.
1980s
Computerized typesetting is
created at video screens,
storing text and illustrations
on a computer disk.
Global Hist. & Geo. – Aug. ’05
[15]
[OVER]
Document 3
. . . Gutenberg’s methods spread with stunning rapidity. By 1500 an estimated half million
printed books were in circulation: religious works, Greek and Roman classics, scientific texts,
Columbus’s report from the New World. An acceleration of the Renaissance was only the first
by-product of the Gutenberg press. Without it, the Protestant movement might have been
stillborn [failed], as well as the subsequent political and industrial revolutions. Gutenberg,
however, got none of the glory. His brainchild [idea] bankrupted him; the year his Bible was
published, a creditor took over his business. Little more is known of the inventor — in part
because he never put his own name into print. . . .
Source: Robert Friedman, ed., The Life Millennium:
The 100 Most Important Events & People of The Past 1,000 Years,
Time, 1998
3 Based on this document, state two effects of Gutenberg’s invention. [
2
]
(1)____________________________________________________________________________________
____________________________________________________________________________________
(2)____________________________________________________________________________________
____________________________________________________________________________________
Score
Score
Global Hist. & Geo. – Aug. ’05
[16]
Document 4
4 According to this document, what technology was used in cloth production in the early 1700s? [
1
]
_____________________________________________________________________________________
_____________________________________________________________________________________
Score
A
Woman Spinning
Source: The Costume of Yorkshire, Richard Jackson, Publisher
Global Hist. & Geo. – Aug. ’05
[17]
[OVER]
Document 5a
Document 5b
5 According to these documents, how did the steam engine promote the growth of the factory system? [
1
]
_____________________________________________________________________________________
_____________________________________________________________________________________
Score
Improved steam
engine
(James Watt)
Improved version of steam
engine that used coal rather
than water power. First used
to pump water from mines
and to forge iron. By the late
1780s, powered machines
in cotton mills.
Invention
Description
Source: Ellis and Esler, World History: Connections to Today,
Prentice Hall, 1999 (adapted)
Drawn by T. Allom
Engraved by J. Tingle
Power Loom Weaving
Source: Edward Baines, History of the Cotton Manufacture in Great Britain,
Fisher, Fisher, and Jackson, 1835 (adapted)
Global Hist. & Geo. – Aug. ’05
[18]
Document 6
6 What do these graphs imply about the effect of steam-powered machinery on industrial production in
Great Britain? [
1
]
_____________________________________________________________________________________
_____________________________________________________________________________________
Score
Selected Factors of Industrial Production in Great Britain
1820 1825 1830 1835 1840 1845 1850 1855 1860
100
200
300
400
500
600
700
800
900
1000
1100
A
B
C
1850 1855 1860 1865 1870 1875 1880 1885 1890 1895 1900
6000
8000
10000
12000
14000
16000
18000
20000
1855 1860 1865 1870 1875 1880 1885 1890 1895 1900
60
80
100
120
140
160
180
200
220
240
Source: Brian Mitchell, Abstract of British Historical Statistics, Cambridge University Press, 1962 (adapted)
Raw Cotton Consumption
(in millions of pounds)
Year
Output of Coal
(in millions of tons)
Year
Miles of Railroad
Year
Global Hist. & Geo. – Aug. ’05
[19]
[OVER]
Document 7
This is an excerpt from a tape-recorded conversation of Kathleen Brockington in August 1994.
Kathleen’s Story
Bombed out in the London Blitz, 1940
. . . When the bomb dropped I wasn’t even under the table! I heard the plane and recognised
it was a Jerry (that’s what we called them) [Germans] because I’d heard so many. There was a
tremendous BANG! and I ducked. All the windows came in and the ceiling and a couple of walls
came in and there was incredible smoke everywhere. I was shaking like a leaf but I wasn’t hurt.
I tried to get out but the door was stuck and I had to climb through where one of the windows
had been. I could see there were lots of houses affected, glass everywhere in the street so I knew
it was a big’un.
I ran to the Air Raid Post but the Warden said “look missus, we’re gonna be busy digging
bodies out, if you’ve got a roof you’re better off where you are. There’s lots worse off than you”.
Funnily enough he was wrong; about 50 houses were badly damaged and a couple of them just
turned into heaps of rubble, but nobody was actually killed. . . .
Source: http://timewitnesses.org/english/blitz.html (adapted)
7 Based on this document, state one effect of the bombing of London by German planes. [
1
]
_____________________________________________________________________________________
_____________________________________________________________________________________
Score
Global Hist. & Geo. – Aug. ’05
[20]
Document 8
. . . In both cities the blast totally destroyed everything within a radius of 1 mile from the center
of explosion, except for certain reinforced concrete frames as noted above. The atomic explosion
almost completely destroyed Hiroshima’s identity as a city. Over a fourth of the population was
killed in one stroke and an additional fourth seriously injured, so that even if there had been no
damage to structures and installations the normal city life would still have been completely
shattered. Nearly everything was heavily damaged up to a radius of 3 miles from the blast, and
beyond this distance damage, although comparatively light, extended for several more miles.
Glass was broken up to 12 miles.
In Nagasaki, a smaller area of the city was actually destroyed than in Hiroshima, because the
hills which enclosed the target area restricted the spread of the great blast; but careful
examination of the effects of the explosion gave evidence of even greater blast effects than in
Hiroshima. Total destruction spread over an area of about 3 square miles. Over a third of the
50,000 buildings in the target area of Nagasaki were destroyed or seriously damaged. The
complete destruction of the huge steel works and the torpedo plant was especially impressive.
The steel frames of all buildings within a mile of the explosion were pushed away, as by a giant
hand, from the point of detonation. The badly burned area extended for 3 miles in length. The
hillsides up to a radius of 8,000 feet were scorched, giving them an autumnal appearance. . . .
Source: “The Atomic Bombings of Hiroshima and Nagasaki,” Manhattan Engineer District, United States Army,
June 29, 1946
8 Based on this document, state two effects of the atomic bombings on Hiroshima and Nagasaki. [
2
]
(1)____________________________________________________________________________________
____________________________________________________________________________________
(2)____________________________________________________________________________________
____________________________________________________________________________________
Score
Score
Global Hist. & Geo. – Aug. ’05
[21]
Document 9a
Document 9b
9 Based on these charts, state two ways countries have used nuclear technology. [
2
]
(1)____________________________________________________________________________________
____________________________________________________________________________________
(2)____________________________________________________________________________________
____________________________________________________________________________________
Nuclear Countries – November 2002
Declared Nuclear
States
Estimates of
Nuclear Weapons
Stockpiled
North Korea*
1–2
India
30–35
United States
10,640
Russia
8,600
China
400
Israel
100–200
United Kingdom
200
France
350
Pakistan
24–48
Source: Natural Resources Defense Council (NRDC), 2002
(adapted); *Bulletin of Atomic Scientist, 2003
Argentina
Finland
Korea, Republic of
Slovenia
Armenia
France
Lithuania
South Africa
Belgium
Germany
Mexico
Spain
Brazil
Hungary
Netherlands
Sweden
Bulgaria
India
Pakistan
Switzerland
Canada
Iran
Romania
Ukraine
China
Japan
Russian Federation
United Kingdom
Czech Republic
Korea, Dem. Peoples Rep. of
Slovakia
United States
Countries with Nuclear Power Reactors in Operation
or Under Construction – December 2002
Source: “Nuclear Technology Review,” International Atomic Energy Agency (IAEA), 2003 (adapted)
Score
Score
Global Hist. & Geo. – Aug. ’05
[22]
Part B
Essay
Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion.
Use evidence from at least four documents to support your response.
Historical Context:
Throughout history, changes in technology have had a great influence on society.
Development of the printing press, steam-powered machinery, and the atomic
bomb had a major impact on specific societies and the world.
Task: Using the information from the documents and your knowledge of global history,
write an essay in which you
Identify two of the technological changes mentioned in the historical context and
for each
• Explain how the new technology changed the existing technology
• Discuss the impact of this new technology on a specific society or the world
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 conclusion
that are beyond a restatement of the theme
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
Tuesday, August 16, 2005 — 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.
No.
Right
T
ear Here
T
ear Here
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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
T
ear Here
T
ear Here
Global Hist. & Geo. – Aug. ’05
REGENTS IN GLOBAL HISTORY AND GEOGRAPHY
REGENTS IN GLOBAL HISTOR
Y AND GEOGRAPHY
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