Tuesday, June 12, 2007

GLOBAL REGENTS AUGUST 2006 ANSWERS


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Page 1
Global History
and Geography
August 16, 2006
Part I
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Contents of the Rating Guide
For both Part II (thematic) and Part III B (DBQ) essays:
• 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
For Part III A (scaffold or open-ended questions):
• A question-specific rubric
Mechanics of Rating
The following procedures are to be used in rating papers for this exami-
nation. More detailed directions for the organization of the rating process
and procedures for rating the examination are included in the Information
Booklet for Administering and Scoring the Regents Examination in Global
History and Geography and United States History and Government.
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 http://www.emsc.nysed.gov/osa/ and
select the link “Examination Scoring Information” for any recently
posted information regarding this examination. This site should be
checked before the rating process for this examination begins and at
least one more time before the final scores for the examination are
recorded.
Copyright 2006
The University of the State of New York
THE STATE EDUCATION DEPARTMENT
Albany, New York 12234
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
GLOBAL HISTORY
AND GEOGRAPHY
Wednesday, August 16, 2006 — 12:30 to 3:30 p.m., only
SCORING KEY AND RATING GUIDE
G
LOBAL
H
ISTORY
and G
EOGRAPHY
Scoring the Part I Multiple-Choice Questions
On the detachable answer sheet, indicate by means of a checkmark each
incorrect or omitted answer to multiple-choice questions; do not place a
checkmark beside a correct answer. Use only red ink or red pencil. In the
box provided on the answer sheet, record the number of questions the stu-
dent answered correctly in Part I.
Rating the Essay Questions
(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 stu-
dent 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 confi-
dent enough to move on to actual rating
(2) When actual rating begins, each rater should record his or her individ-
ual rating for a student’s essay on the 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 nec-
essary 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 need only be scored by one rater.
(3) The scores for each scaffold question may be recorded in the student’s
examination booklet.
The scoring coordinator will be responsible for organizing the movement
of papers, calculating a final score for each student’s essay, recording that
score on the student’s Part I answer sheet, and determining the student’s
final examination score. The chart located at the end of these scoring mate-
rials must be used for determining the final examination score.
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[3]
Global History and Geography
Content-Specific Rubric
Thematic Essay—August 2006
Scoring Notes:
Score of 5:
Thoroughly develops all aspects of the task evenly and in depth by explaining one reason for the
establishment of two trade routes and/or trade organizations and discussing one positive effect or one
negative effect of each trade route or trade organization on a specific nation or region
Is more analytical than descriptive (analyzes, evaluates, and/or creates information) e.g., Silk Roads:
discusses Wu-ti’s conquests west of China that led to the growth of overland trade and a worldwide demand
for silk, which led to the Chinese government safeguarding and keeping secret the techniques for silk
production; discusses how the silk trade expanded to include other products and led to foreign interest in
China; OPEC: discusses the nationalization of the oil industry and formation of OPEC and the subsequent
monitoring of production and insuring of competitive prices; discusses the connection between the
economic boycott of oil shipments to Israel’s supporters and the energy crisis and inflation
Richly supports the theme with relevant facts, examples, and details, e.g., Silk Roads: caravan routes; oases;
towns; cultural diffusion; missionaries; OPEC: drilling agreements; oil revenues; Anwar Sadat; oil
embargo; Persian Gulf
Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are
beyond a restatement of the theme
1. This thematic essay has a minimum of four components (one reason for the establishment of two trade
routes and/or organizations and one positive or one negative effect on a nation or region)
2. The response should identify two specific trade routes or two trade organizations or one of each.
3. The explanation given for the establishment of the trade routes or trade organizations may be the same
for both trade routes and/or trade organizations.
4. The same nation or region may be used to discuss the positive effect or the negative effect of both trade
routes and/or trade organizations.
5. After discussing one positive effect or one negative effect of each trade route or organization, the
discussion of any additional effects can be considered supplemental information.
6. As is the case with many historical topics, what constitutes a positive effect or a negative effect of the
trade route or trade organization is subject to the student’s point of view. The response may discuss
effects from a variety of perspectives as long as accurate facts and examples support the position.
7. Using a trade organization that includes the United States is acceptable if the response does not focus
exclusively on the United States, i.e., discussing the United States plantation system resulting from
triangular trade or the impact of NAFTA on the domestic economy of the United States is not acceptable;
discussing the effect of triangular trade on the Caribbean or of NAFTA on Mexico is acceptable).
Theme: Movement of People and Goods: Trade
Trade routes and trade organizations have had an impact on nations and regions. The effects have been both
positive and negative.
Task: Identify two trade routes and/or trade organizations and for each
• Explain one reason for the establishment of the trade route or trade organization
• Discuss one positive effect or one negative effect of the trade route or trade organization on a specific nation
or region
You may use any example from your study of global history. Some suggestions you might wish to consider include the Silk
Roads, the trans-Saharan trade routes of the African kingdoms, Mediterranean trade routes, the Hanseatic League, the British East
India Company, the Organization of Petroleum Exporting Countries (OPEC), and the European Union (EU).
[4]
Score of 4:
Develops all aspects of the task but may do so somewhat unevenly by completing both aspects of the task
for one trade route or trade organization more thoroughly than for the other trade route and/or organization
or addressing one aspect of the task for both trade routes and/or organizations more thoroughly than for the
other aspect
Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information) e.g., Silk Roads:
worldwide demand for silk led to establishment of Silk Roads to link China and the West; India became a
major player in trade by exchanging Indian goods for Chinese silk and operating as a middleman which led
to cultural diffusion; OPEC: organized to give member countries control of oil production; desire to stop
Western support for Israel led to shortages and increase in prices in West
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 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
Note: If at least two components have been thoroughly developed evenly and in depth, and the response meets
most of the other Level 5 criteria, the overall response may be a Level 3 paper.
Score of 2:
Minimally develops all aspects of the task or develops at least 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
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Anchor Paper – Thematic Essay—Level 5 – A
Anchor Paper – Thematic Essay—Level 5 – A
[6]
[7]
Anchor Paper – Thematic Essay—Level 5 – A
Anchor Level 5-A
The response:
Thoroughly develops all aspects of the task evenly and in depth by explaining reasons for the
establishment of the Venetian merchant fleet in the high Middle Ages and the Eurasian Silk Roads in
the post–classical era, and by discussing a positive effect of the Venetian trade and a negative effect of
the Silk Road trade
Is more analytical than descriptive (Venetian Mediterranean merchant fleets: the growing wealth of
Venice gave Christian Europe a crucial connection to goods being traded on the Silk Roads; cultural
diffusion through contact with the Arabs brought improved technology in sailing and military
techniques; Silk Roads: exchange made both regions prosperous; by the late Middle Ages, it brought
Europe and much of world to its knees because disease moved along the road; trade flourished at
certain times and was limited at others; Mongols extended the areas connected by the Silk Road and
benefited from the tribute collected; European economy and social structure was decimated by
disease)
Richly supports the theme with relevant facts, examples, and details (Venetian Mediterranean
merchant fleets: Italian refugees; Huns; Attila; Africa; Constantinople; middle class; Renaissance; Silk
Roads: Han dynasty; lifeline connecting China with Europe; spices; Far East; gold; late Middle Ages;
Yersinia pestis; Black Death)
Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that
are well beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 5. The discussion of the Venetian
Mediterranean fleet is both detailed and analytical, reflecting a sophisticated understanding of the
evolution of its influence. The insightful treatment of the Silk Roads considers the balance between
positive and negative effects, enhancing the overall quality of the response.
Anchor Paper – Thematic Essay—Level 5 – B
[8]
[9]
Anchor Paper – Thematic Essay—Level 5 – B
[10]
Anchor Paper – Thematic Essay—Level 5 – B
Anchor Level 5-B
The response:
Thoroughly develops all aspects of the task evenly and in depth by explaining reasons for the
establishment of the Atlantic slave trade routes and the Organization of Petroleum Exporting
Countries and by discussing a negative effect of both
Is more analytical than descriptive (Atlantic slave trade: caused by European involvement in the
Americas; African nations fell apart when Europeans contracted with African merchants for natives to
bring to the Americas; OPEC: although OPEC’s monopoly on oil production is positive for them, the
economy is so interdependent that OPEC’s decisions affect the rest of the world; highly industrialized
nations who depend on oil must pay more for oil, affecting their economies)
Richly supports the theme with relevant facts, examples, and details (Atlantic slave trade: cheap labor;
plantations; Native Americans; Kongo; Benin; Asante; parts of western Africa in ruins; OPEC:
Middle East; monopoly for oil production; global economy; cut production in the 1970s; prices sky
rocket; energy conservation; hybrid cars; Brazil; ethanol-based fuel; China; India; lack of refineries)
Demonstrates a logical and clear plan of organization; includes an introduction that is well beyond a
restatement of the theme and a conclusion that analyzes the results of the trade route and the trade
organization
Conclusion: Overall, the response fits the criteria for Level 5. The concise explanations and strong details
regarding the founding of the slave trade and OPEC are complemented by the insightful analysis of the
effects of actions by the controlling kingdoms and nations.
[11]
Anchor Paper – Thematic Essay—Level 4 – A
[12]
Anchor Paper – Thematic Essay—Level 4 – A
Anchor Level 4-A
The response:
Develops all aspects of the task but does so somewhat unevenly by explaining reasons for the
establishment of the British East India Company and the trans-Saharan trade routes and discussing a
negative effect of the British East India Company and a positive effect of the trans-Saharan trade
routes
Is both descriptive and analytical (British East India Company: connects the beneficial effects of the
British East India Company on the British to the negative effects on the Indians who were
overpowered, impoverished, and lost cultural ideas; Indians faced discrimination, and distrusted the
British; the Indians fought for independence for many years; trans-Saharan trade routes: connects the
creation of the trade routes out of need for materials with the exchange of ideas and religion;
expanded their economic and political influence through the trans-Saharan trade)
Supports the theme with relevant facts, examples, and details (British East India Company: trade with
the East; mercantilist philosophy; imperialism; capital; invested; joint stock company; laissez-faire
capitalism; colony; famines; cash crops; Sepoy Rebellion; trans-Saharan trade routes: Arab and
Berber traders; African kingdoms; gold and salt; desire for weapons and cloth; cultural diffusion;
Islam; university at Timbuktu)
Demonstrates a logical and clear plan of organization; includes an introduction that is well beyond a
restatement of the theme and a conclusion that restates the theme
Conclusion: Overall, the response fits the criteria for Level 4. The strength of the response is in the
multifaceted discussion of the impact of the British East India Company over time. The treatment of the
trans-Saharan trade routes, while adequate, is less analytical and is supported with fewer details.
[13]
Anchor Paper – Thematic Essay—Level 4 – B
[14]
Anchor Paper – Thematic Essay—Level 4 – B
[15]
[16]
Anchor Level 4-B
The response:
Develops all aspects of the task by explaining reasons for establishing the European Union and
NAFTA and discussing the positive effects and the negative effects of both
Is both descriptive and analytical (European Union: created in order to strengthen economy of Europe
through economic unification; early fear that some unique cultures would disappear by mixing into
one European culture; NAFTA: individual businesses appeared successful through cheaper and easier
trade, but some Americans were hurt by it; factory workers in Mexico generally paid less than
Americans, so businesses will cut costs by having Mexican workers, made possible by NAFTA; could
leave an increasing amount of American workers without jobs)
Supports the theme with relevant facts, examples, and details (European Union: tariffs; one-fifth of
the world’s trade; EU passport; Euro; African colonies; Middle East; unemployed; NAFTA:
maquiladoras; trade; job opportunities; American working class)
Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that
are well beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 4. It reflects a clear understanding of the role
of trade organizations in the growth of regional economies while acknowledging the negative impact of
such growth. The discussion of cultural and nationalistic concerns is particularly insightful.
Anchor Paper – Thematic Essay—Level 4 – C
[17]
[18]
Anchor Paper – Thematic Essay—Level 4 – C
Anchor Level 4-C
The response:
Develops all aspects of the task but does so somewhat unevenly by explaining reasons for the
establishment of and discussing the positive and negative effects of the Mediterranean trade routes
more thoroughly than for OPEC
Is both descriptive and analytical (trade routes were the driving force behind cultural diffusion across
globe; Mediterranean trade routes: spread influences and connected Europe and Africa throughout
history; in regards to Crusades, many historians say although Europeans lost, they in fact won,
because the Mediterranean promoted spreading of both cultures; OPEC: issues come with oil, such as
prices and control of supply; control gives few nations a great deal of economic power )
Supports the theme with relevant facts, examples, and details (Mediterranean trade routes:
Phoenicians; Ancient Greeks; Ancient Rome; Carthage; Middle Ages; Crusades; Northern Africa;
foreign invaders; OPEC: oil cartel; prices; supply; exporting; distribution; profits; demand; Middle
East; Saudi Arabia; Iran)
Demonstrates a logical and clear plan of organization; includes a strong introduction and a very
general conclusion
Conclusion: Overall, the response fits the criteria for Level 4. The discussion of the extension of the
impact of trade beyond economic factors to cultural diffusion is strong. The attention to the results of
trade routes and OPEC reflects an understanding of the complexities of the issues. However, the treatment
of reasons and effects of OPEC are somewhat superficial.
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Anchor Paper – Thematic Essay—Level 4 – C
Anchor Paper – Thematic Essay—Level 3 – A
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Anchor Paper – Thematic Essay—Level 3 – A
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[22]
Anchor Paper – Thematic Essay—Level 3 – A
Anchor Level 3-A
The response:
Develops all aspects of the task with little depth by explaining reasons for the establishment of the
Silk Roads and trans-Saharan trade routes and discussing positive effects for both trade routes
Is more descriptive than analytical (throughout history, societies have used trade to increase the power
and strength of their civilizations; trade provides a large part of the economy in some nations and the
movement of ideas, people, goods, and technology; Silk Roads: as the Chinese turned inward, the rest
of the world would pass them by; trans-Saharan: trade routes would come to yield great power in the
exchange of ideas and goods; relatively smooth coastline limited African trade); includes weak and
isolated application (Silk Roads: as the Chinese would learn in later years, isolation often leads to loss
of power, no matter how stable or superior a nation; Chinese would come to dominate the Silk Roads)
Includes some relevant facts, examples, and details (Silk Roads: with the idea of the development of
the Middle Kingdom, China began a period of isolation; trans-Saharan: development of caravans and
the use of camels; provided land route to West Africa; introduction of Islam to the Africans by means
of Muslim merchants; Mali, Ghana, and Songhai benefited from trading their natural resources; rich in
gold and salt); includes a minor inaccuracy (whether trade routes were beneficial or harmful depended
solely on the cultures of the people)
Demonstrates a satisfactory 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 3. Although the discussion of the Silk Roads
is at times off task and contains some overgeneralizations, the discussion of the trans-Saharan route is
thorough. Some of the analytical points that are made in the introduction and the conclusion strengthen
the response.
[23]
Anchor Paper – Thematic Essay—Level 3 – B
[24]
Anchor Paper – Thematic Essay—Level 3 – B
[25]
Anchor Level 3-B
The response:
Develops all aspects of the task with little depth by stating a reason for the Silk Roads and the trans-
Saharan trade routes and discussing a positive and a negative effect for each trade route
Is more descriptive than analytical (Silk Roads: created to transport armies and make trading easier for
merchants; brought great riches into China from Rome and even Europe; allowed for cultural
diffusion and the spread of Confucist and Buddhist ideology; trans-Saharan: in some parts of Africa
salt was so greatly needed that it was worth its weight in gold; allowed slaves to be traded by Muslims
or captured and taken for sale elsewhere); includes faulty and weak application (Silk Roads:
negatively affected China by allowing unwanted goods and conflicting ideologies into China; trans-
Saharan: the spread of Islam across Africa)
Includes some relevant facts, examples, and details (Silk Roads: created during the Han dynasty under
the leadership of Emperor Wudi; trans-Saharan: brought great wealth to kingdoms such as Ghana and
Mali)
Demonstrates a satisfactory 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 3. The discussion is supported with a few
historical details and some overgeneralizations. The discussion of the trans-Saharan trade routes is
stronger than the discussion on the Silk Road. The inclusion of a few well-placed analytical statements
adds to the discussion.
[26]
Anchor Paper – Thematic Essay—Level 3 – C
Anchor Paper – Thematic Essay—Level 3 – C
[27]
[28]
Anchor Level 3-C
The response:
Develops all aspects of the task with little depth by explaining a reason for establishing the Silk Roads
and OPEC and discussing the positive effects of both
Is more descriptive than analytical (Silk Roads: most prominent in the Middle Ages; helped flow of
products; brought much profit, new items, also the plague to Europe; OPEC: oil-producing nations
that work together to manage oil supply; agree how much oil to release and how much to drill; keep
prices high because of supply and demand)
Includes some relevant facts, examples, and details (Silk Roads: China; Middle East; silk; traders in
vast caravans; black death traveled by ship to Italy; OPEC: 50 years; greater profits); includes a minor
inaccuracy (black death caused havoc in Europe for 200 years)
Demonstrates a satisfactory 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 3. The strength of the response is the
explanation of reasons for OPEC and the use of details to support the consequences of the Silk Road.
[29]
Anchor Paper – Thematic Essay—Level 2 – A
[30]
Anchor Paper – Thematic Essay—Level 2 – A
Anchor Level 2-A
The response:
Develops some aspects of the task in some depth by explaining a reason for the establishment of the
European Union and discussing some positive effects
Is primarily descriptive (European Union cut tariffs to improve the amount of trade and make trade
easier; United Kingdom exempt from the Euro money system; post–Soviet nations will highly benefit
from membership because they would be able to import high technology goods from Western
Europe); includes faulty and weak application (European Union is a group of highly economic
countries; most members are required to use the Union’s money system to eliminate the exchange of
currency)
Includes few relevant facts, examples, and details (each country that wants to join the European Union
must fulfill the economic and political quotas for membership; Euro is the money system; communist
nations were invited to join)
Demonstrates a general plan of organization; contains digressions (listing future members of the
European Union); includes an introduction that is beyond a restatement of the theme and lacks a
conclusion
Conclusion: Overall, the response fits the criteria for Level 2. The statement regarding the use of trade for
profit and to acquire needed goods and the beginning of the discussion of the European Union strengthens
the response. However, the listing of members and future members in the latter part of the discussion
weakens the response. Content weaknesses and the lack of discussion of a second trade route or
organization prevent this from being a Level 3 response.
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[32]
Anchor Paper – Thematic Essay—Level 2 – B
[33]
Anchor Paper – Thematic Essay—Level 2 – B
Anchor Level 2-B
The response:
Develops some aspects of the task in some depth by stating a reason for the establishment of the Silk
Roads, discussing some positive effects of the Silk Road, and then discussing some negative effects of
the British East India Company
Is primarily descriptive (Silk Roads: some of the most famous and most traveled trade routes in the
world; British East India Company: India was bitter at Britain because they were forcing their culture
on them; eventually India tried to break free; because there is a trading organization in the country
does not mean it is helping that country); includes faulty and weak application (Christianity brought to
the eastern part of the world by the Silk Roads; British East India Company made and sold tea to
India; although the company was big, it did not really have a positive effect on the world)
Includes few relevant facts, examples, and details (Silk Roads: established hundreds of years ago for
people who traded between Asia and Europe; silk; gold; pottery; expansion of religion); includes
inaccuracies (British East India Company as a trade route)
Demonstrates a general plan of organization; includes an introduction and a conclusion that restate the
theme
Conclusion: Overall, the response fits the criteria for Level 2. The discussion on the Silk Roads is
adequate; however, the lack of supporting historical facts and details about the British East India
Company weakens the response. Although a few good conclusions are provided, the response
predominantly mentions information rather than discussing it.
[34]
Anchor Paper – Thematic Essay—Level 2 – C
[35]
Anchor Paper – Thematic Essay—Level 2 – C
Anchor Level 2-C
The response:
Minimally develops most aspects of the task by stating a reason for the establishment of the Silk Road
and trans-Saharan trade routes and discussing the positive effects of each
Is primarily descriptive (trade had a large impact on cultural diffusion, economic and social
advancement, and cultural diversity; Silk Roads: transcontinental route; led to cultural diffusion and
advancements in many areas; trans-Saharan: led to expansion of cities and also united the North
African region); includes weak application (Silk Road established so that many Europeans could
enjoy the exotic foods and spices from East Asia)
Includes few relevant facts, examples, and details (Silk Roads: religion, ideas, and culture passed
along the Silk Roads; trans-Saharan: isolated African kingdoms were joined together through trade
and united the north African region)
Demonstrates a general plan of organization; includes an introduction and a conclusion that are
beyond the restatement of theme
Conclusion: Overall, the response fits the criteria for Level 2. A few good points are included but they
are not supported with historical facts and details. Connection of the discussion of the negative effect of
land routes which led to the establishment of ocean trade routes to a particular trade route would have
strengthened the response.
[36]
Anchor Paper – Thematic Essay—Level 1 – A
[37]
[38]
Anchor Level 1-A
The response:
Minimally develops some aspects of the task by mentioning reasons for the establishment of the Silk
Road in China and of OPEC and mentioning the positive effects of both
Is descriptive (trading is when countries exchange goods for each other because one country can’t get
what the other country has); contains limited application (OPEC countries have a lot of petroleum,
that’s what the other countries want) and weak analysis (OPEC is successful because they are giving
and getting a lot of money)
Includes very few relevant facts, examples, or details (Silk Road: natural resources coming in and out
of China)
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 1. It does not identify a specific area or region
that was affected by OPEC. While the response does include some attempts at analysis, the minimal
discussion has few supporting details.
Anchor Paper – Thematic Essay—Level 1 – A
Anchor Paper – Thematic Essay—Level 1 – B
[39]
[40]
Anchor Paper – Thematic Essay—Level 1 – B
Anchor Level 1-B
The response:
Minimally develops some aspects of the task by mentioning the reasons for the establishment of the
Organization of Petroleum Exporting Countries and the Silk Road in China and by discussing the
positive and negative effects of OPEC and the positive effects of the Silk Road
Is descriptive (OPEC: sends oil from one place to another; Silk Road: Chinese were now able to
spread out their ideas to other places and receive ideas from other people); contains faulty application
(OPEC: is the reason oil prices continuously are rising; the rise of gas prices today is good for OPEC
but bad for any United States driver)
Includes few relevant facts, examples, or details (Silk Road: exports; imports)
Demonstrates a general plan of organization; the introduction and conclusion are somewhat beyond a
restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 1. The response reflects a minimal
understanding of the reasons for establishment of particular trade routes and organizations and
oversimplifies the effects. While recognizing there are two sides to each situation, the discussion of these
results is very simplistic.
[41]
Thematic Essay—Practice Paper – A
Thematic Essay—Practice Paper – A
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Thematic Essay—Practice Paper – A
Thematic Essay—Practice Paper – B
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[44]
Thematic Essay—Practice Paper – B
[45]
Thematic Essay—Practice Paper – C
[46]
Thematic Essay—Practice Paper – C
[47]
Thematic Essay—Practice Paper – D
[48]
Thematic Essay—Practice Paper – D
Thematic Essay—Practice Paper – E
[49]
Thematic Essay—Practice Paper – E
[50]
[51]
Thematic Essay—Practice Paper – E
* * * * * * * * * *
Practice Paper A—Score Level 3
The response:
Develops all aspects of the task with little depth by stating one reason for the establishment of the Silk
Roads and for triangular trade and discussing one positive effect of the Silk Roads on Asia and one
negative effect of triangular trade on the Americas
Is more descriptive than analytical (Silk Roads and triangular trade: although occurring many years
ago, trade routes have affected the world even today; the cultural diffusion they have caused still
remains)
Includes some relevant facts, examples, and details (Silk Roads: Han; Asian goods; Middle East;
Europe; silk; Buddhism; Mongol Period; triangular trade: Africa; the Americas; Europe; colonized;
slaves; raw materials; maize; South American colonies; Brazil); includes a minor inaccuracy (slavery
existed until the early 1900s)
Demonstrates a satisfactory 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 3. Although the response is mostly
descriptive, it makes some attempt at analysis by weighing the positive and negative effects of triangular
trade, thus strengthening the discussion.
[52]
Practice Paper B—Score Level 2
Practice Paper C—Score Level 2
The response:
Minimally develops all aspects of the task by stating a reason for the triangular trade route and the
formation of OPEC and discussing positive and negative effects for both
Is primarily descriptive (triangular trade: people were taken from their families never to be seen
again; some slaves died going to the country that needed slaves; OPEC: a huge monopoly; it is a must
that westernized countries buy petroleum because without it they could not function; fuel prices
increase and the average person starts to become poor because they have to pay more for fuel; public
transportation and wood are a way to get around fuel prices); includes faulty and weak application
(triangular trade: westernized countries wanted slaves to work for them; OPEC: linking OPEC only
to the Middle East; all the westernized nations depend on fuel for heating, transportation, and
electricity)
Includes few relevant facts, examples, and details (triangular trade: slaves got put on a very crowded
ship that was unsanitary and they were not fed much food; Africa’s population decreased
tremendously; OPEC: Middle Eastern countries wanted to become rich by selling oil and other
petroleum products)
Demonstrates a general plan of organization; includes an introduction that restates the theme and a
conclusion that is somewhat beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 2. A few analytical statements are included in
the discussion of OPEC; however, overgeneralizations and statements which lack supporting details
weaken the response. The discussion of the triangular trade focuses only on one aspect of that trade.
The response:
Minimally develops all aspects of the task by stating a reason for the establishment of the British East
India Company and OPEC and discussing negative effects for both
Is primarily descriptive (British East India Company: used India’s raw materials to make money for
themselves; OPEC: limits on amount of oil produced leads to skyrocketing prices; world runs on oil;
increase in prices could send the United States and maybe the world into depression); includes faulty
application (confuses the British East India Company and the British government in the discussion of
the effects; OPEC had to be formed so that oil exporting countries would not get out of control)
Includes few relevant facts, examples, and details (British East India Company: established to use
India as a mercantile country; OPEC: control price and amount of oil that is produced)
Demonstrates a general plan of organization; lacks focus; includes an introduction and a conclusion
that restate the theme
Conclusion: Overall, the response fits the criteria for Level 2. Overgeneralizations and a lack of attention
to chronology, especially in the discussion of the British East India Company, weaken the response.
Although accurate historical facts are included in the discussion, faulty application diminishes their
effectiveness.
Practice Paper D—Score Level 3
Practice Paper E—Score Level 4
The response:
Develops all aspects of the task but does so somewhat unevenly by explaining the reasons for the
establishment of the British East India Company more thoroughly than the establishment of the Silk
Roads and by discussing the positive impacts of both
Is both descriptive and analytical (British East India Company: trade brought huge profits and
expansion into India; British caused conflict between Hindus and Muslims and eventually caused the
division of India; Silk Roads: Buddhist monks brought major change to religious culture; cities
became more diverse with artisans and merchants, in addition to government officials)
Supports the theme with relevant facts, examples, and details (British East India Company: British
investors; trade posts; teas; spices; cotton; Sepoy Rebellion; imperial colony; company controlled the
tea trade until 1873; exclusive trading rights; market for goods; source of raw materials; cash crops;
nationalism; Mohandas Gandhi; Great Salt March; Hindus; Muslims; East and West Pakistan; Silk
Roads: Han Dynasty; silk; porcelain; spices; Middle Ages; Marco Polo; burning coal for heat; cultural
diffusion)
Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that
are well beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 4. While the explanation of the establishment
of the Silk Roads is not extensive enough to warrant a score of 5, the overall discussion is both analytical
and descriptive with many relevant details. The references to the beneficial and detrimental effects of
trade indicate a strong understanding of the role of trade.
The response:
Develops all aspects of the task with little depth by stating a reason for the establishment of both the
Silk Roads and the British East India Company and discussing a positive effect of the Silk Roads and
a negative effect of the British East India Company
Is more descriptive than analytical (Silk Roads: sparked new interest in China; British East India
Company: wanted to make a profit off Indian textiles and cheap labor; eventually its own personal
army revolted; personal army [Sepoy Indians] forced to keep order among their own people with laws
that were totally unfair to them); includes faulty and weak application (invention of silk)
Includes some relevant facts, examples, and details (Silk Roads: China had many products like silk
that the rest of the world had not developed; invention of gunpowder; British East India Company:
rumor went around that ammunition contained parts of an animal considered sacred to them)
Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that are
somewhat beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 3. Much of the information is general in
nature. Facts and examples are mentioned, but they are not discussed. However, some of the conclusions
are satisfactory.
[53]
[54]
Global History and Geography
Part A Specific Rubric
Document-Based Question—August 2006
C
z
e
c
h
oslovakia
Europe After World War II
Source: Roger B. Beck et al., World History: Patterns of Interaction, McDougal Littell (adapted)
Spain
France
Mediterranean S
ea
Italy
Greece
Turkey
Black Sea
C
a
sp
ia
n
S
e
a
Soviet Union
Great
Britain
Ireland
Poland
E.
Ger.
West
Germany
Neth.
Belg.
Lux.
Austria
Switz.
Y
ugoslavia
HungaryRomania
Bulgaria
Albania
Norway
Sweden
Finland
Denmark
P
ortugal
Berlin
Communist countries
Non-Communist countries
Atlantic
Ocean
N
S
W
E
Document 1
1 What does the information shown on this map indicate about the governments of Western Europe
and Eastern Europe after World War II?
Score of 1:
States that the information on this map indicates the governments of Western Europe and Eastern Europe
after World War II were either communist or noncommunist
Examples: countries in Eastern Europe were communist countries while countries in Western Europe
were noncommunist countries; communism divided Western Europe and Eastern Europe;
Western Europe and Eastern Europe were split between noncommunist and communist
countries
Score of 0:
Incorrect response
Examples: Western Europe was added to the Soviet Union; Germany was communist; Eastern Europe
was noncommunist; Western Europe was communist
Note: Stating either Eastern Europe became communist or Western Europe was noncommunist by itself
does not fully answer the question and should receive no credit.
Vague response that does not answer the question
Examples: Europe changed; they were different; Europe was divided; communism was in Europe
No response
[55]
Imre Nagy, the Hungarian leader, was forced out of office by the Soviet Communist government. The
people of Hungary protested his removal from office.
This is Hungary calling! This is Hungary calling! The last free station. Forward to the United
Nations. Early this morning Soviet troops launched a general attack on Hungary. We are
requesting you to send us immediate aid in the form of parachute troops over the
Transdanubian provinces [across the Danube River]. It is possible that our broadcasts will soon
come to the same fate as the other Hungarian broadcasting stations . . . For the sake of God and
freedom, help Hungary! . . .
— Free Radio Rakoczi
Civilized people of the world, listen and come to our aid. Not with declarations, but with force,
with soldiers, with arms. Do not forget that there is no stopping the wild onslaught [attack] of
Bolshevism. Your turn will also come, if we perish. Save our souls! Save our souls! . . .
— Free Radio Petofi
Source: Melvin J. Lasky, ed.,The Hungarian Revolution: The Story of the October Uprising as Recorded in Documents,
Dispatches, Eye-Witness Accounts, and World-wide Reactions, Frederick A. Praeger, 1957 (adapted)
Document 2a
2a Based on these broadcasts from Free Radio Rakoczi and Free Radio Petofi, state two reasons the
Hungarian people were asking for help in 1956.
Score of 2 or 1:
Award 1 credit (up to a maximum of 2 credits) for each reason the Hungarian people asked for help in 1956
Examples: Soviet troops attacked Hungary; Hungary’s revolution was failing; free radio in Hungary was
being destroyed; Bolshevism would not be stopped if Hungary was allowed to perish; if the
United Nations did not help, they would fall; to save them from communism; to save them
from Soviet control or influence
Score of 0:
Incorrect response
Examples: the United Nations has helped; civilized peoples came to their aid; Hungary has the last free
station
Vague response that does not answer the question
Examples: declarations have been made; Hungary is calling; it is free radio; Hungary is asking for help
No response
[56]
This morning the forces of the reactionary conspiracy [anti-Soviet plot] against the Hungarian
people were crushed. A new Hungarian Revolutionary Worker-Peasant [Communist]
Government, headed by the Prime Minister Janos Kadar, has been formed. . . .
— Radio Moscow
Source: Melvin J. Lasky, ed.,The Hungarian Revolution: The Story of the October Uprising as Recorded in Documents,
Dispatches, Eye-Witness Accounts, and World-wide Reactions, Frederick A. Praeger, 1957
2b Based on this broadcast from Radio Moscow, state one result of the Hungarian Revolution.
Score of 1:
States a result of the Hungarian Revolution
Examples: the reactionary conspiracy was crushed; the anti-Soviet plot against the Hungarian people
was crushed; a new government was formed; the communists won; the Hungarians lost; a
new prime minister was appointed; Janos Kadar became leader of Hungary
Score of 0:
Incorrect response
Examples: the Hungarian people won; the revolution was successful
Vague response that does not answer the question
Examples: the radio was important; Moscow responded; the people were communist
No response
Document 2b
[57]
Source: Henry Brun et al., Reviewing Global History and Geography,
AMSCO (adapted)
Berlin
East
West
Berlin
French
sector
British sector
United States sector
Soviet sector
Berlin, Germany After World War II
Document 3a
3 Based on this map and the Burkhardt photograph, state one way the Cold War affected the city of
Berlin.
Score of 1:
States one way the Cold War affected Berlin
Examples: Berlin was divided; East and West Berlin were separated; a wall divided Berlin; soldiers
guarded the wall; Berlin was divided into four sectors; the people of Berlin were separated
from each other; East Berlin was communist and West Berlin was noncommunist; East and
West Berlin were separated into communist and noncommunist sectors
Score of 0:
Incorrect response
Examples: the Soviet sector was the biggest; people could watch the wall; there were no changes in
Berlin between World War II and 1961
Vague response that does not answer the question
Examples: the Soviets did not let people live there; they were communist and noncommunist
No response
Berlin, 1961
Source: Heiko Burkhardt, dailysoft.com
Document 3b
[58]
. . . The preservation of peace forms the central aim of India’s policy. It is in the pursuit of this
policy that we have chosen the path of nonalinement [nonalignment] in any military or like pact
or alliance. Nonalinement does not mean passivity of mind or action, lack of faith or conviction.
It does not mean submission to what we consider evil. It is a positive and dynamic approach to
such problems that confront us. We believe that each country has not only the right to freedom
but also to decide its own policy and way of life. Only thus can true freedom flourish and a
people grow according to their own genius.
We believe, therefore, in nonaggression and noninterference by one country in the affairs of
another and the growth of tolerance between them and the capacity for peaceful coexistence.
We think that by the free exchange of ideas and trade and other contacts between nations each
will learn from the other and truth will prevail. We therefore endeavor to maintain friendly
relations with all countries, even though we may disagree with them in their policies or structure
of government. We think that by this approach we can serve not only our country but also the
larger causes of peace and good fellowship in the world. . . .
Source: Prime Minister Jawaharlal Nehru, speech in Washington, D.C., December 18, 1956
Document 4
4 According to Prime Minister Nehru, what was India’s foreign policy in 1956?
Score of 1:
States India’s foreign policy in 1956 as expressed by Prime Minister Nehru
Examples central aim is preservation of peace; nonalignment; peaceful coexistence; maintain friendly
relations with all countries; to not choose sides in the Cold War; nonaggression and/or
noninterference by one country in the affairs of another
Score of 0:
Incorrect response
Examples: submission to what was considered evil; disagreement with policies and/or structure of
government; to form a military alliance
Vague response that does not answer the question
Examples: good fellowship in the world; to tolerate them; good relations; free exchange of ideas and/or
trade; learn from other countries
No response
Sook Nyul Choi was born in Pyongyang, Korea and immigrated to the United States during the 1950s. She
integrates her autobiographical information into a work of historical fiction set in Korea between the end of
World War II and 1950.
. . . Our freedom and happiness did not last long. In June 1950, war broke out. North Korean
and Communist soldiers filled the streets of Seoul, and were soon joined by Chinese Communist
troops. Russian tanks came barreling through. In the chaos, many more North Korean refugees
made their way to Seoul. Theresa and the other nuns finally escaped, and made their way to our
house. They told us that the Russians and Town Reds had found out about Kisa’s and Aunt Tiger’s
other activities. They died as all “traitors” did. They were shot with machine guns, and then
hanged in the town square to serve as a lesson to others. We never heard any further news about
the sock girls, or about my friend Unhi. I still wonder if they are alive in the North.
Source: Sook Nyul Choi, Year of Impossible Goodbyes, Houghton Mifflin Company
[59]
Document 5
5 Based on Sook Nyul Choi’s description, state two ways the beginning of the Korean War affected the
people of Korea.
Score of 2 or 1:
Award 1 credit (up to a maximum of 2 credits) for each way the Korean War affected the people of Korea
Examples: refugees found their way to Seoul; “traitors” were killed; Russian tanks in the streets caused
chaos; freedom and/or happiness did not last; people were separated from friends and never
heard from again
Score of 0:
Incorrect response
Examples: they had to become communist; communists escaped; only troops were allowed in Seoul
Vague response that does not answer the question
Examples: lessons had to be learned; people were not happy; chaos; people filled the street; some
people escaped
No response
[60]
NORTH VIETNAM
Armistice line
CHINA
USSR
NORTH
KOREA
War in Korea, 1950–1953
Pyongyang
Panmunjom
Seoul
Inchon
Pusan
KOREA
Y
a
lu
R
.
38th
Parallel
Yellow
Sea
Sea of
Japan
0
0
200 kilometers
150 miles
CHINA
Hainan
CAMBODIA
LAOS
THAILAND
Gulf
of
Thailand
Gulf
of
Tonkin
S
o
u
t
h
C
h
i
n
a
S
ea
Saigon
Hanoi
SOUTH
VIETNAM
Demilitarized Zone
War in Vietnam, 1954–1973
0
200 miles
0
300 kilometers
SOUTH
Source: Burton F. Beers, World History: Patterns of Civilization, Prentice Hall (adapted)
Hue
Danang
Dienbienphu
Haiphong
Document 6a
6 Based on the information shown on these maps, state one similarity in the way the Cold War affected
Korea and Vietnam.
Score of 1:
States a similarity in the way the Cold War affected Korea and Vietnam
Examples: both countries were divided; wars occurred in both countries; wars started in the 1950s in
both countries; both were separated into north and south sections; Communist China
influenced both North Korea and North Vietnam
Score of 0:
Incorrect response
Examples: they both were peninsulas; they were demilitarized; China was on both borders
Vague response that does not answer the question
Examples: armistice lines; both were in Asia
No response
Document 6b
[61]
United States Blockade of Cuba, 1962
Source: World History: Patterns of Interaction, McDougal Littell (adapted)
Document 7a
7 Based on this map and John F. Kennedy’s address, state one way the Cold War affected Cuba.
Score of 1:
States a way the Cold war affected Cuba
Examples: Soviet missiles were placed in Cuba; a blockade was set up around Cuba; United States
surveillance of Cuba was increased; Cuba became a flashpoint for tensions between the
United States and the Soviet Union
Score of 0:
Incorrect response
Examples: the United States set up military bases in Cuba; Soviet missiles had a strike capability
anywhere in the Western Hemisphere
Vague response that does not answer the question
Examples: Soviet missiles; Kennedy made an address
No response
This Government as promised has maintained the closest surveillance of the Soviet military
build-up on the island of Cuba.
Within the past week unmistakable evidence has established the fact that a series of offensive
missile sites is now in preparation on that imprisoned island.
The purpose of these bases can be none other than to provide a nuclear strike capability
against the Western Hemisphere.
Upon receiving the first preliminary hard information of this nature last Tuesday morning at 9
A.M., I directed that our surveillance be stepped up. And having now confirmed and completed
our evaluation of the evidence and our decision on a course of action, this Government feels
obliged to report this new crisis to you in fullest detail.
The characteristics of these new missile sites indicate two distinct types of installations.
Several of them include medium-range ballistic missiles capable of carrying a nuclear warhead
for a distance of more than 1,000 nautical miles.
Each of these missiles, in short, is capable of striking Washington, D.C., the Panama Canal,
Cape Canaveral, Mexico City or any other city in the southeastern part of the United States, in
Central America or in the Caribbean area. . . .
Source: President John F. Kennedy, address to the nation on the Soviet arms buildup in Cuba, October 22, 1962
Document 7b
[62]
. . . Immediately after the revolution, the Sandinistas had the best organized and most
experienced military force in the country. To replace the National Guard, the Sandinistas
established a new national army, the Sandinista People’s Army (Ejército Popular Sandinista—
EPS), and a police force, the Sandinista Police (Policía Sandinista-PS). These two groups,
contrary to the original Puntarenas Pact [agreement reached by Sandinista government when in
exile] were controlled by the Sandinistas and trained by personnel from Cuba, Eastern Europe,
and the Soviet Union. Opposition to the overwhelming FSLN [Sandinista National Liberation
Front] influence in the security forces did not surface until 1980. Meanwhile, the EPS
developed, with support from Cuba and the Soviet Union, into the largest and best equipped
military force in Central America. Compulsory military service, introduced during 1983,
brought the EPS forces to about 80,000 by the mid-1980s. . . .
Source: Library of Congress, Federal Research Division (adapted)
Document 8a
8a According to this document from the Library of Congress, what effect did the Cold War have on
Nicaragua in the 1980s?
Score of 1:
States an effect of the Cold War on Nicaragua in the 1980s
Examples: compulsory military service was introduced; Sandinistas were influenced by Communists;
EPS developed with support from Cuba/Eastern Europe/ the Soviet Union
Score of 0:
Incorrect response
Examples: Sandinistas were overthrown; Sandinistas weakened the military; Cuba and the Soviet Union
took over Nicaragua; military service was ended
Vague response that does not answer the question
Examples: revolution; Sandinistas; Sandinistas were organized; the Sandinistas had the best organized/
most organized military force in the country; there was little opposition to the influence of
the police force
No response
[63]
Her [Violeta Chamorro] husband’s murder sparked a revolution that brought the Sandinistas to power. Now
Violeta Chamorro is challenging them in Nicaragua’s presidential election.
. . . “Violeta! Violeta! Throw them [Sandinistas] out! Throw them out!”
Surrounded by outstretched hands, Mrs. Chamorro hugs everyone in reach. Then Nicaragua’s
most famous widow goes straight to her message. This is the town where my husband was born,
she tells them. This is where he learned the values of freedom that cost him his life. This is
where he would tell us to make a stand against the Sandinista regime.
“I never thought that I would return to Granada as a candidate, raising the banner steeped in
the blood of Pedro Joaquín Chamorro, to ask his people once again to put themselves in the front
lines,” she says. “But Nicaragua must win its freedom once again.
“All across the world,” she continues, her voice rising, “people like you are burying
Communism and proclaiming democracy. So set your watches! Set them to the same hour as
Poland, as Bulgaria, as Czechoslovakia, as Chile! Because this is the hour of democracy and
freedom — this is the hour of the people!”. . .
Source: Mark A. Uhlig, New York Times, February 11, 1990
Document 8b
8b According to Mark A. Uhlig, what political change did Violeta Chamorro hope to bring to
Nicaragua?
Score of 1:
States a political change that Violetta Chamorro hoped to bring to Nicaragua
Examples: to throw the Sandinistas out; freedom; to end communism in Nicaragua; proclaim democracy
Score of 0:
Incorrect response
Examples: to bring the Sandinistas to power; to become allied with Poland, Bulgaria, Czechoslovakia,
and/or Chile
Vague response that does not answer the question
Examples: to become famous; to have an hour of democracy and/or freedom; values of freedom
No response
Global History and Geography
Content-Specific Rubric
Document-Based Question
August 2006
Key Ideas from the Documents
Effects of the Cold War on Europe:
Document 1
Soviet Union controlled countries in Eastern Europe after World War II; Germany divided;
Europe divided into communist and noncommunist countries after World War II
Document 2
Soviets attacked Hungary; Hungary requested aid from the United Nations; communism
posed a threat to the world; role of Free Radio; Hungarian revolution failed and new
communist government was set up
Document 3
Berlin divided into four sections; Berlin separated into East and West Berlin; wall built in
Berlin, East Germany
Effects of the Cold War on Asia:
Document 4
India avoided foreign entanglements; India followed nonalignment to preserve peace; India
believed in nonaggression and noninterference; India tried to maintain friendly relations
with all countries even though disagreeing with the policies and structure of government of
those countries
Document 5
Communist threat to Korea from North Korea, China, and Russia; refugees escaped from
North Korea; traitors shot to serve as lesson to others
Document 6
Korea divided at 38th parallel; armistice divided Korea into North and South Korea;
Vietnam divided into North and South Vietnam; demilitarized zone (DMZ) in Vietnam
between North and South Vietnam
Effects of the Cold War on Latin America:
Document 7
United States air and naval blockade of Cuba; United States military base in Cuba
(Guantánamo Bay); Soviet missile sites in Cuba; Soviet military buildup on the island of
Cuba; Soviet bases in Cuba provided nuclear strike capability against part of the Western
Hemisphere; Soviet missiles in Cuba could strike Washington, D.C., and many other cities
in much of the United States, in Central America, or in the Caribbean area
Document 8
Revolution in Nicaragua put Sandinistas in control; role of Sandinistas in Nicaragua;
Sandinistas trained by personnel from Cuba, Eastern Europe, and the Soviet Union;
Sandinistas’ national army became the largest and best equipped military force in Central
America with help from Cuba and the Soviet Union; Violeta Chamorro challenged
Sandinistas in presidential election; Violeta Chamorro challenged communism so that
democracy and freedom could be brought to Nicaragua; Poland, Bulgaria, Czechoslovakia,
and Chile became democratic and free
Historical Context: As World War II came to an end, a new conflict emerged between the United States and the
Soviet Union. This conflict, known as the Cold War, affected many regions of the world,
including Europe, Asia, and Latin America.
Task: Discuss how the Cold War between the United States and the Soviet Union affected other nations and/or
regions of the world
[64]
Relevant Outside Information
(This list is not all-inclusive.)
Effects of the Cold War on Europe:
Effects of the Cold War on Asia:
Effects of the Cold War on Latin America:
Scoring Notes:
Winston Churchill’s term “iron curtain”—
division between Western Europe and
communist-controlled Eastern Europe
Western Europe—democratic and capitalist
Increase in Soviet influence and control in
Central and Eastern Europe
Satellite nations in Eastern Europe; buffer zone
for Soviet Union
Overthrow of elected governments in Eastern
Europe; installation of puppet governments of
the Soviet Union
Revolutions in Czechoslovakia; Prague Spring
NATO
Warsaw Pact
Yugoslavia under Tito, out of the Soviet camp
Truman Doctrine
Containment
Reasons for division of Berlin
Berlin airlift
“Brain Drain” from East Berlin
Details about the construction of the Berlin
Wall
Marshall Plan aid
Dissidents
SALT talks
Solidarity’s role in Poland
Nuclear arms race
Control of China by Communists
Domino theory in Southeast Asia
United Nations police actions in Southeast Asia
Organization of SEATO (Southeast Asia Treaty
Organization)
Sino-Soviet split
Related details about the Korean War and the
Vietnam War
Spread of Vietnam War in Southeast Asia—
destabilization of Cambodia and Laos
Nuclear crisis in Korea
Unification of Vietnam
Bay of Pigs
Additional details about Cuban missile crisis
Role of détente; brinkmanship
Formation of OAS (Organization of American
States)
Ché Guevara
Quarantine of Cuba
Cuban “boat people”
Chile—Allende and Pinochet
Background details about Nicaragua; Contras
(Freedom Fighters) versus Sandinistas
1. This document-based essay requires that at least two nations or two regions or one nation and one
region be discussed.
2. A selected nation could be located within the selected region, but the episodes used to discuss the
effects of the Cold War must be different, i.e., the crisis over the blockading of Berlin should not be
discussed as the only effect for both Germany and Europe.
3. The focus of the response should be on nations other than the United States and the Soviet Union, i.e.,
if the SALT talks are selected, the discussion should not focus only on the reduction of tensions
between the United States and the Soviet Union, but should also include its effect on other nations or
regions.
4. For the purposes of meeting the criteria of using at least five documents in the response, documents
2a, 2b, 3a, 3b, 6a, 6b, 7a, 7b, 8a, and 8b may be used as separate documents if the response uses
specific, separate facts from each individual document.
5. The effects of the Cold War on nations or regions not included in the historical context may be
discussed as outside information, e.g., effects of the Cold War on African nations or on Africa; effects
of the Cold War on Middle Eastern nations or on the Middle East.
[65]
Score of 5:
Thoroughly develops the task evenly and in depth by discussing how the Cold War between the
United States and the Soviet Union affected at least two other nations and/or regions of the world
Is more analytical than descriptive (analyzes, evaluates, and/or creates information) e.g., discusses the
similarities and differences between military events of the Cold War in Berlin, Korea, and Vietnam;
analyzes containment in Asia and its application and limitations in relation to specific events in the
Cold War
Incorporates relevant information from at least five documents (see Key Ideas Chart)
Incorporates substantial relevant outside information related to the way the Cold War between the
United States and the Soviet Union affected other nations and/or regions of the world (see Outside
Information Chart)
Richly supports the theme with many relevant facts, examples, and details, e.g., Berlin/Germany:
containment; Berlin blockade; Berlin airlift; Warsaw Pact; “brain drain” from East Berlin;
construction of the Berlin Wall; air corridors to Berlin; location of Berlin in East Germany; Asia:
Chinese invasion of Korea; DMZ in Korea; defeat of French in Vietnam; Ho Chi Minh; domino
theory; reunification of Vietnam under Communist rule)
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 the task by discussing how the Cold War between the United States and the Soviet Union
affected at least two other nations and/or regions of the world but may do so somewhat unevenly by
discussing one nation or region more thoroughly than a second nation or region
Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information) e.g.,
discusses the Soviet closing of Berlin and the eventual building of the Berlin Wall; discusses the
similarities of containment as it is applied in Korea and Vietnam
Incorporates relevant information from at least five documents
Incorporates relevant outside information
Supports the theme with relevant facts, examples, and details
Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that
are beyond a restatement of the theme
Score of 3:
Develops the task with little depth or thoroughly develops the task evenly and in depth by discussing
how the Cold War between the United States and the Soviet Union affected at least one nation or
region of the world, using Level 5 criteria
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
[66]
Score of 2:
Minimally develops the task or develops the task in some depth by discussing how the Cold War
between the United States and the Soviet Union affected at least one nation or region of the world
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 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
[67]
Anchor Paper – Document–Based Essay—Level 5 – A
[68]
Anchor Paper – Document–Based Essay—Level 5 – A
[69]
Anchor Paper – Document–Based Essay—Level 5 – A
[70]
[71]
Anchor Level 5-A
The response:
Thoroughly develops the task evenly and in depth by discussing how the Cold War between the
United States and the Soviet Union affected Europe, Germany, Hungary, Vietnam, Korea, China,
India, Nicaragua, and Cuba
Is more analytical than descriptive (Europe was the most immediate victim of the Cold War; many
nations tasted the cold steel of the conflict between the two superpowers; Germany could be called
“ground zero” of the war; Berlin became a city that communists and noncommunists rallied for
position in; Soviet Union grudgingly lifted the blockade; the Soviet Union and the United States
campaigned endlessly to find support for their ideas and pressured countries to follow their
principles; Soviet Union saw Central America as a means to get a hold in the Western Hemisphere;
Cuban missile crisis was perhaps the most tense moment in the Cold War; Soviet missiles in Cuba
were used as a stepping stone in the Caribbean; Bay of Pigs failed horribly)
Incorporates relevant information from all the documents
Incorporates substantial relevant outside information (iron curtain fell between Western and
Eastern Europe; Berlin had been the capital of Germany; Berlin Wall stretched the length of the
city; Soviet Union blockaded Berlin hoping to force the West out; Berlin airlift brought supplies to
West Berlin every day; satellite nations of the Soviet Union were angered by communism being
forced on them; United States joined with other United Nations forces to defend South Korea;
North Vietnam did not accept the idea of a divided country and tried to impose its ideals upon the
whole country; United States was forced to pull out of Vietnam and it fell to communism; Mao’s
Communists overthrew the government and China became communist; Cuba claimed missiles
were necessary because of the Bay of Pigs invasion which was supported by the United States;
Cuba remains communist today)
Richly supports the theme with many relevant facts, examples, and details (nations in Western
Europe were capitalist and democratic Eastern European nations were forced to abide by
communism; Hungarian revolution was crushed; North Korea invaded South Korea with help from
Chinese forces and Soviet aid; Korea continues to be divided along the 38th parallel; India
remained neutral and followed a policy of nonalignment; Soviet Union placed ballistic missiles
with nuclear capability in Cuba)
Demonstrates a logical and clear plan of organization; includes an introduction that discusses the
historical circumstances of the Cold War and a conclusion that evaluates the Cold War as more
than a struggle between two nations
Conclusion: Overall, the response fits the criteria for Level 5. The employment of information from all
documents results in somewhat brief discussions of effects of the Cold War in many different areas of
the world. However, the strong analysis, the conclusions drawn from the individual documents, and the
communication of an understanding of the dimensions of the Cold War with effective descriptive
phrases demonstrate the strength of the response.
Anchor Paper – Document–Based Essay—Level 5 – B
[72]
Anchor Paper – Document–Based Essay—Level 5 – B
[73]
[74]
Anchor Paper – Document–Based Essay—Level 5 – B
Anchor Level 5-B
The response:
Thoroughly develops the task evenly and in depth by discussing how the Cold War between the
United States and the Soviet Union affected Europe, Hungary, Vietnam, Afghanistan, and
Nicaragua
Is more analytical than descriptive (individual nations were often lumped together under headings
of “democratic” or “soviet,” often trivializing the identity of these countries; because of United
States intervention, a South Asian civil war that might have fizzled out in a few months turned into
a ten-year behemoth; often times during the Cold War, one side justified their pursuit of the enemy
on the basis of the common good; in Vietnam, the United States and the Soviet Union took it upon
themselves to cast the story as a fight of good vs. evil; in Vietnam, both sides imagined themselves
as being behind the good; movement that might have been abandoned by the people was
aggravated by American funding)
Incorporates relevant information from documents 1, 2a, 2b, 6b, 8, and cites document 4
Incorporates substantial relevant outside information (in the name of Marx and Lenin, the Soviets
lorded over countries, imposing a “perfect” communist state whether the people wanted it or not;
Russian broadcasts gave the wrong impression that Hungarians had been perfectly happy with their
communist masters; intimidation also occurred in Afghanistan with pre-Taliban fundamentalists
supported by America against pro-Soviet Afghans; after revolutionary Sandinistas overthrew the
corrupt former oligarchy of Nicaragua, the United States and the USSR gave it their usual spins; in
Chile the United States had supported Augusto Pinochet because he was anticommunist; Pinochet
was accused of human rights abuses)
Richly supports the theme with many relevant facts, examples, and details (continent of Europe cut
in two by a pro-communist/noncommunist split; in the Revolution of 1956, Hungarians rebelled
against the Soviet-influenced government and pleaded for aid from free nations; communist North
Vietnam and noncommunist South Vietnam; widow Violeta Chamorro; India’s policy of
nonalignment); includes a minor inaccuracy (Vietnam still today has political instability)
Demonstrates a logical and clear plan of organization; uses document 1 in the introduction to
explain the communist/noncommunist split in Eastern Europe and concludes that power was more
important than ideological superiority in the Cold War
Conclusion: Overall, the response fits the criteria for Level 5. Despite a minor inaccuracy, the
descriptions and insightful analysis demonstrate both a good knowledge of and a strong opinion about
the Cold War. The response is further strengthened by the integration and connection of information
from the documents, which includes details and explanation of those details and outside information.
[75]
Anchor Paper – Document–Based Essay—Level 4 – A
[76]
Anchor Paper – Document–Based Essay—Level 4 – A
[77]
[78]
Anchor Paper – Document–Based Essay—Level 4 – A
Anchor Level 4-A
The response:
Develops the task by discussing how the Cold War between the United States and the Soviet Union
affected Europe, Hungary, Berlin, India, Korea, China, Nicaragua, and Cuba
Is both descriptive and analytical (United States allowed their citizens basic human rights, a
privilege that citizens under some communist governments did not have; Soviet Union was known
for keeping tight control over their satellites; Berlin airlift only deepened the Soviet Union’s anger;
Cuban refugees were trained and sent back to Cuba to overthrow Castro and his government; it was
claimed that Cuba denied human rights; Bay of Pigs invasion angered the Cubans and Castro and
pushed them to align with the Soviet Union; danger of nuclear war between the two was always
possible and only ceased with the collapse of the Soviet Union)
Incorporates relevant information from documents 1, 2, 3, 6, 7, and 8
Incorporates substantial relevant outside information (USSR had almost complete control over the
economy and the daily lives of its citizens; free trade and the laws of supply-and-demand
characterized the United States; Berlin Blockade closed off transportation and cut off the entire
city; Korea, which became divided into two separate countries as a result of World War II, remains
divided; China became known as “Red China”; capitalist nation developed on the island of Taiwan
and until 1979 that was who the United States recognized; soon after Fidel Castro rose to power,
many refugees fled to the United States)
Supports the theme with relevant facts, examples, and details (city of Berlin in East Germany;
Allied-occupied Berlin divided into four sectors; India decided to practice nonalignment; North
Korea attacked South Korea; Soviet troops helped train Nicaragua’s military force; Sandinistas
were a communist organization; nuclear missiles were discovered on Cuba which had the
capability to strike the United States); includes some minor inaccuracies (nations labeled as
communist countries on the map in document 1 are members of a military alliance; former
President Pedro Chamorro was murdered as a result of a communist takeover)
Demonstrates a logical and clear plan of organization; includes an introduction that discusses the
political and economic differences between the Soviet Union and the United States and a
conclusion that discusses how the desire of both the Soviet Union and the United States to increase
their personal power and prestige over their rival continues to affect the world even today
Conclusion: Overall, the response fits the criteria for Level 4. Both implicit and explicit outside
information is interwoven with document information and is used to expand a well-balanced
discussion of examples of the effects of the Cold War in different regions of the world. Although the
depth of analysis is not extensive, a good understanding of the effects of the Cold War is demonstrated
in the response.
[79]
Anchor Paper – Document–Based Essay—Level 4 – B
[80]
[81]
Anchor Paper – Document–Based Essay—Level 4 – B
Anchor Paper – Document–Based Essay—Level 4 – B
[82]
[83]
Anchor Paper – Document–Based Essay—Level 4 – B
Anchor Level 4-B
The response:
Develops the task by discussing how the Cold War between the United States and the Soviet Union
affected Europe, Hungary, Germany, Korea, Vietnam, and Nicaragua
Is both descriptive and analytical (some nations in Eastern Europe were not happy with Soviet
control; United Nations did not react and Hungarians continued to be ruled by communism;
tensions between Germany and the rest of Europe were never really put to rest so it was not really a
shock when a reunited Germany was unwanted and feared after World War II; government of East
Germany built the Berlin Wall to act as strong border between East and West Berlin when the
economy began to fail; Korean War was said to have been pretty pointless because at the end of it
North Korea and South Korea continued to be divided; Vietnam was one of the few times in
history that the United States went home as a loser; people still question and protest against
American involvement in the Vietnam War as well as in other foreign affairs; many people felt
oppressed by communism, which in turn led to a challenge against Communist control in
Nicaragua)
Incorporates relevant information from documents 1, 2, 3, 5, 6, and 8
Incorporates substantial relevant outside information (atomic bombs were dropped on Hiroshima
and Nagasaki; Iron Curtain; Germany was blamed for the causes of World War I and was forced to
pay reparations; East Germans went so far as to hide underneath the seats of cars to try and make
their way past the Wall and out of communist oppression; policy of containment; Vietnam remains
a Communist nation; discussion of anti-war feelings about Vietnam in Stephen King’s themes in
Hearts in Atlantis; Violeta Chamorro hoped to bring the same democracy to Nicaragua that had
been established by Solidarity in Poland)
Supports the theme with relevant facts, examples, and details (Hungarians tried to break free of
Soviet control in the Hungarian revolution; Germany divided into East and West Germany,
including East and West Berlin; Chinese and Soviet aid helped North Korea spread communism
into South Korea)
Demonstrates a logical and clear plan of organization; introduces by stating that the United States
dropping of the atomic bombs on Hiroshima and Nagasaki marked the end of one war and the
beginning of another war and concludes with restating the points made in the discussion
Conclusion: Overall, the response fits the criteria for Level 4. Although the discussion about Germany
is somewhat repetitive, the other examples are thorough and conclude with good comparisons. A few
analytical statements and the incorporation of outside information into the narrative strengthen the
discussion of each example.
Anchor Paper – Document–Based Essay—Level 4 – C
[84]
Anchor Paper – Document–Based Essay—Level 4 – C
[85]
[86]
Anchor Paper – Document–Based Essay—Level 4 – C
Anchor Level 4-C
The response:
Develops the task by discussing how the Cold War between the United States and the Soviet Union
affected Europe, Berlin, Korea, Vietnam, and Cuba
Is both analytical and descriptive (there were many famous and terrifying incidents during the Cold
War; two superpowers were in a battle for the world; Europe before World War II and Europe after
World War II were two extremely different places; Berliners would never see some of their family
or relatives ever again due to walls and guards splitting the city; as West Berlin became more and
more prosperous, the differences between capitalism and communism became clearer; armistice
line which kept the two Koreas split was signed at the same spot as the previous border; loss in
Vietnam was seen as a big blow to the United States effort to stop the spread of communism; since
then Vietnam has not been seen as a threat to the United States; Cuban missile crisis brought the
world to a standstill for thirteen days as Kennedy and Khrushchev stood up to each other; both the
superpowers agreed that nuclear war was not the answer and the nuclear sites were shut down;
Cuban missile crisis showed that the Cold War was never just between the United States and the
Soviet Union)
Incorporates relevant information from documents 1, 3, 5, 6, and 7
Incorporates some relevant outside information (in their Cold War propaganda, both sides tried to
point out how they were better; Korea divided at the end of World War II; Vietnam now produces
things like Nike sneakers to sell to the United States)
Supports the theme with relevant facts, examples, and details (Germany’s capital city of Berlin
located in East Germany was split in half; West Berlin was split into French, British, and American
sectors while East Berlin was completely under Soviet control; 38th parallel divides Korea; Cuba
was holding Soviet nuclear missile sites only about 90 miles off the coast of Florida)
Demonstrates a logical and clear plan of organization; includes an introduction stating that the
battle for position throughout the world, nuclear bomb threats, and civil wars were characteristic of
the Cold War and a conclusion that discusses how the Cold War brought the world to the brink and
back again
Conclusion: Overall, the response fits the criteria for Level 4. Although most of the response is a
straightforward accounting of events from the documents, analytical statements highlight a good
understanding of the Cold War. A variety of specific Cold War actions and an understanding of the
power of both the Soviet Union and the United States to control the destinies of peoples all over the
globe strengthen the response.
Anchor Paper – Document–Based Essay—Level 3 – A
[87]
[88]
Anchor Paper – Document–Based Essay—Level 3 – A
Anchor Paper – Document–Based Essay—Level 3 – A
[89]
Anchor Level 3-A
The response:
Develops the task with little depth by discussing how the Cold War between the United States and
the Soviet Union affected Eastern Europe, Hungary, Germany, Korea, and Vietnam
Is both descriptive and analytical (while West Berlin prospered with democracy, the repressed
communist East Berlin did not; North Korea turned to communism and in 1950 attempted to
conquer the South with the intention of uniting the nation under communist rule; Korean War
brought troops from various nations of the world to Korean soil; the United States was a major
force in South Korea while Communist China and Russia supported the North)
Incorporates some relevant information from documents 1, 2, 3, 5, and 6
Incorporates relevant outside information (divided Europe emerged with communism prevailing in
the East behind Winston Churchill’s “iron curtain”; Greece and Turkey, though not communist,
were only able to withstand communism with the aid of the Truman Doctrine; communist North
Vietnam and noncommunist South Vietnam; 17th parallel of Vietnam; Ho Chi Minh plunged Laos
and Cambodia into chaos as well; after long and hard fighting and millions lying dead, the North
triumphed and Vietnam was united under communist leadership; other Asian nations, especially in
Southeast Asia, experienced unrest and nationwide troubles due to communist threats; Khmer
Rouge in Cambodia under the leadership of Pol Pot slaughtered at least a million of his own people
in his term as Cambodia’s leader)
Includes some relevant facts, examples, and details (Germany was divided into four zones after
World War II; the United States, Britain, and France combined their sectors in one democratic city;
Korean War was settled with the armistice line); includes some minor inaccuracies (Marshall Plan
sent troops to Europe; inaccurate chronology in the discussion of Hungary; Korea was settled at the
38th parallel south of the equator)
Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that
mention that the struggle for the spread and prevention of communism took place on many fronts
Conclusion: Overall, the response fits the criteria for Level 3. The minor errors and confusion of some
details do not substantially detract from the quality of the response. Document information is used to
supplement outside information and demonstrates an understanding of the conflict in the Cold War.
[90]
Anchor Paper – Document–Based Essay—Level 3 – B
[91]
Anchor Paper – Document–Based Essay—Level 3 – B
[92]
[93]
Anchor Paper – Document–Based Essay—Level 3 – B
Anchor Level 3-B
The response:
Develops the task with little depth by discussing how the Cold War between the United States and
the Soviet Union affected Europe, Berlin, Korea, Vietnam, and Cuba
Is both descriptive and analytical (expansion of the Soviet Union and communist rule into Eastern
Europe after World War II; Korea was separated by a demilitarized zone that still exists today;
democracy while shaky was being set in place in South Korea; United States sent troops to South
Vietnam hoping to preserve democracy; in 1962, the United States and Cuba met face to face when
United States intelligence detected several missile sites located on the small island; eventually, the
matter was resolved when, after a blockade, Soviet missiles were pulled from Cuba); includes
faulty and weak application (many countries felt compelled or threatened that they would fall to
communism)
Incorporates some relevant information from documents 1, 3, 5, 6, and 7
Incorporates some relevant outside information (iron curtain; Vietnam War grew tremendously
unpopular in the United States and Richard Nixon would eventually pull troops out under his
policy of détente; war spread into Laos and Cambodia but eventually there was a stalemate; small
island of Cuba was ruled by Fidel Castro, who had led a revolt to overthrow Batista; Berlin Wall
fell in 1989)
Includes some relevant facts, examples, and details (Berlin was controlled in the East by the Soviet
Union; West Berlin was controlled or divided by the United States, Great Britain, and France and
was ruled under democracy; Vietnam would also engage in warfare for close to a decade in the
mid-1960s and early 1970s; communist island of Cuba was about 90 nautical miles from the
southeastern tip of Florida; Berlin Wall separated East and West Berlin); includes an inaccuracy
(today, Vietnam is also divided into two separate nations by a demilitarized zone)
Demonstrates a satisfactory plan of organization; includes an introduction that is a restatement of
the theme and a conclusion that states many countries that had been communist are attempting
democracy
Conclusion: Overall, the response fits the criteria for Level 3. Although some of the information
discusses United States policy and centers on President Kennedy’s role in events, it is generally
appropriately applied to other nations and regions affected by the Cold War. Some insightful
comments strengthen a discussion that would otherwise be a listing of historical facts.
[94]
Anchor Paper – Document–Based Essay—Level 3 – B
Anchor Paper – Document–Based Essay—Level 3 – C
[95]
Anchor Paper – Document–Based Essay—Level 3 – C
[96]
[97]
Anchor Paper – Document–Based Essay—Level 3 – C
Anchor Level 3-C
The response:
Develops the task with little depth by discussing how the Cold War between the United States and
the Soviet Union affected Berlin, Korea, Vietnam, Hungary, and Cuba
Is both descriptive and analytical (several countries throughout the world were divided as a result
of the Cold War; economy of West Berlin boomed as East Berlin fell behind; United States fought
to support South Vietnam and many American soldiers were killed; in the end, skillful guerilla
fighting led North Vietnam to victory; United States was forced to pull out of the Vietnam War
when enormous amounts of young American soldiers were being killed; Hungary begged for
assistance from other nations because they knew they could not fight off the communists
themselves; communist Chinese and Russian troops killed many Koreans whom they considered to
be “traitors”; many innocent people were murdered by communist troops during the Cold War;
even the lives of Americans were threatened during the Cold War; Cuba became very close with
the Soviet Union and even allowed the Soviet Union to build missile sites; the United States and
the USSR were at the brink of what would be a devastating nuclear war); includes faulty
application (Berlin divided into an East and West sector with the building of the Berlin Wall;
Cuban missile crisis scared and shocked all citizens of the United States)
Incorporates some relevant information from documents 2, 3, 5, 6, and 7
Incorporates limited relevant outside information (western section of Berlin was democratically
governed, since it was occupied by democratic nations; eastern side of Berlin was ruled by the
Soviet Union and thus was communist; many people from East Berlin fled to the West to escape
from poverty and oppression; Berlin Wall was built to prevent migration)
Includes some relevant facts, examples, and details (North Korea and North Vietnam both
communist; blockade of Cuba; missiles from Cuba could easily reach the United States); includes
some minor inaccuracies (the Cold War was different than previous wars because it did not involve
actual battles, but many scares and threats; country of Berlin)
Demonstrates a satisfactory plan of organization; includes an introduction that restates the theme
and a conclusion that states communism prevails in some countries today and many effects of the
Cold War can still be seen
Conclusion: Overall, the response fits the criteria for Level 3. Document information forms the
framework of the response. Some outside information and a few analytical statements offset occasional
misstatements and overgeneralizations.
[98]
Anchor Paper – Document–Based Essay—Level 2 – A
[99]
Anchor Paper – Document–Based Essay—Level 2 – A
[100]
[101]
Anchor Level 2-A
The response:
Minimally develops the task by discussing how the Cold War between the United States and the
Soviet Union affected Europe, Hungary, Berlin, and Cuba
Is both descriptive and analytical (people thought the madness had finally come to an end with the
end of World War II; hard-nosed conflict between the United States and the USSR, known as the
Cold War was just beginning; Cold War did not affect the United States and the Soviet Union
exclusively; Hungary was reaching out to the world community for aid; Hungarians feared that if
the Soviets were not stopped, they would conquer the world; President Kennedy, fearing nuclear
war, ordered a naval blockade of Cuba; missiles were so powerful that they could destroy the city
of Washington D.C.); includes faulty and weak application and analysis (anyone who tried to
“conquer the wall” was killed immediately;)
Incorporates some relevant information from documents 1, 2, 3, and 7
Presents little relevant outside information (not only was the city of Berlin divided but so were
families; Berlin would never be right again until the Wall came down in 1989)
Includes few relevant facts, examples, and details (anti-Soviet forces were crushed; West Berlin
was noncommunist and East Berlin was communist under Soviet control; Soviets placed nuclear
weapons on Cuba)
Demonstrates a satisfactory plan of organization; includes an introduction and a brief conclusion
that are beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 2. Although overgeneralizations lead to
some minor inaccuracies, the response demonstrates an understanding of the effects of the Cold War.
In the discussion about the effects of the Cold War on the city of Berlin, document information and
outside information are employed in attempts at analytical statements.
[102]
Anchor Paper – Document–Based Essay—Level 2 – B
[103]
Anchor Paper – Document–Based Essay—Level 2 – B
[104]
Anchor Level 2-B
The response:
Minimally develops the task by discussing how the Cold War between the United States and the
Soviet Union affected Korea, Eastern Europe, Berlin, Hungary, and Cuba
Is primarily descriptive (when people would try to escape from Korea, they were found and killed
under the suspicion of terrorism; Korea and Vietnam were both split into the two halves of North
and South; Berlin was also split; as a result of the attack, Hungary fell to Soviet Communist rule;
Soviet missiles in Cuba terrified the United States; Kennedy and other people in the White House
had to come up with an idea to stop the Soviet missiles in Cuba from going off); includes faulty,
weak, and isolated application and analysis (due to the Cold War, Korea lost their freedom; people
were not allowed to cross from East to West Berlin until the 1980s; people from Berlin raged and
tore down the wall)
Incorporates limited relevant information from documents 2, 3, 5, 6, and 7
Presents little relevant outside information (Berlin Wall torn down in the 1980s)
Includes few relevant facts, examples, and details (East and West Berlin; Soviet Union attacked
Hungary; Soviet Union placed missiles in Cuba and had them pointing at the United States);
includes an inaccuracy (Hungary asked for help from the United States)
Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that
restate the theme
Conclusion: Overall, the response fits the criteria for Level 2. The overall content weaknesses detract
from the quality of the response. Basic information is provided but is not supported with historical
facts and details. Documents are utilized, but they are interpreted without placing them in a proper
historical context.
[105]
Anchor Paper – Document–Based Essay—Level 2 – C
[106]
Anchor Paper – Document–Based Essay—Level 2 – C
Anchor Level 2-C
The response:
Minimally develops the task by discussing how the Cold War between the United States and the
Soviet Union affected Europe, Hungary, Berlin, Cuba, and Nicaragua
Is primarily descriptive (Soviet Union tried to use Cuba to take down the United States; Cuba was
a fighting ground for the United States and the Soviet Union); includes weak and isolated
application (Soviet Union even took over Hungary by invading with troops and communist power;
the United States was smart and caught the Soviet Union before they did anything)
Incorporates limited relevant information from documents 1, 3, 7, and 8
Presents little relevant outside information (Berlin Wall split democratic West Berlin and
communist East Berlin)
Includes some relevant facts, examples, and details (noncommunist countries made up Western
Europe and communist countries made up Eastern Europe; West Berlin made up of the French,
British, and United States sectors; East Berlin made up of the Soviet sector)
Demonstrates a satisfactory plan of organization; includes an introduction that restates the theme
and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 2. Much of the response is document
driven, and the discussion on Nicaragua is a paraphrasing of document 5. The points of information
that are derived from the documents demonstrate a limited understanding of the effects of the Cold
War.
Anchor Paper – Document–Based Essay—Level 1 – A
[107]
Anchor Level 1-A
The response:
Minimally develops the task by mentioning how the Cold War between the United States and the
Soviet Union affected Europe, Hungary, Berlin, and Korea
Is primarily descriptive (Berlin was directly affected by World War II; many civilians lost their
rights, freedoms, and possessions because of the war; war in Korea separated this nation); lacks
understanding and application (map shows the governments of Eastern and Western Europe)
Incorporates limited relevant information from documents 1, 2, 3, and 6
Presents no relevant outside information
Includes some relevant facts, examples, and details (western countries of Europe were
noncommunist after World War II, while the eastern countries were communist; Hungarian people
called for help in 1956 because they were being attacked by the Bolsheviks; results of the
Hungarian Revolution was a new communist government; sectors of Berlin were controlled by the
French, Soviets, British, and the United States; North Korea was communist and South Korea was
noncommunist; North and South Korea was separated by the armistice line); includes inaccuracies
(nations of western Europe were defeated in World War II and reformed into noncommunist
nations; communist nations in Eastern Europe were not affected very much by World War II;
Bolsheviks were rebelling because of a corrupt government and poor working conditions; nation of
Berlin; Korea was divided in 1950–1953)
Demonstrates a general plan of organization; includes an introduction that restates the theme and a
conclusion that is somewhat beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 1. Despite the many inaccurate statements,
the response demonstrates a minimal understanding of the effects of the Cold War. The few facts from
the documents are accurate, but the interpretation and explanation of those facts is inaccurate.
[108]
Anchor Paper – Document–Based Essay—Level 1 – A
Anchor Paper – Document–Based Essay—Level 1 – B
[109]
[110]
Anchor Level 1-B
The response:
Minimally develops the task by mentioning how the Cold War between the United States and the
Soviet Union affected Vietnam, Korea, Cuba, Europe, and Nicaragua
Is descriptive (Violeta Chamorro’s hope was to get rid of the Sandinista regime in Nicaragua);
includes faulty and weak application (Cold War affected Korea by dividing it into North and
South)
Incorporates limited relevant information from documents 1, 6, 7, and 8
Presents no relevant outside information
Includes few relevant facts, examples, and details (Korea and Vietnam divided; blockade of Cuba;
Sandinista regime); includes inaccuracies (blockade of Cuba because Russia was going to put
missiles in Cuba; after World War II, most of Europe was communist countries; in World War II,
there were many changes in countries but people got their own territory like North Korea and
South Korea and North and South Vietnam)
Demonstrates a general plan of organization; lacks focus; contains digressions (many people died
because of freedom and rights); includes an introduction that restates the theme and lacks a
conclusion
Conclusion: Overall, the response fits the criteria for Level 1. Most of the response consists of
unrelated statements that are overgeneralizations and not supported with historical facts and details.
The information presented to explain the documents is minimal, but despite the incorrect application,
the response does demonstrate a very limited understanding of the Cold War.
Document–Based Essay—Practice Paper – A
[111]
Document–Based Essay—Practice Paper – A
[112]
Document–Based Essay—Practice Paper – A
[113]
[114]
Document–Based Essay—Practice Paper – B
[115]
Document–Based Essay—Practice Paper – B
Document–Based Essay—Practice Paper – B
[116]
Document–Based Essay—Practice Paper – C
[117]
Document–Based Essay—Practice Paper – C
[118]
Document–Based Essay—Practice Paper – C
Document–Based Essay—Practice Paper – D
[119]
[120]
Document–Based Essay—Practice Paper – D
Document–Based Essay—Practice Paper – E
[121]
Document–Based Essay—Practice Paper – E
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Document–Based Essay—Practice Paper – E
Practice Paper A—Score Level 3
The response:
Develops the task with little depth by discussing how the Cold War between the United States and
the Soviet Union affected Vietnam, Korea, China, Hungary, Czechoslovakia, Germany, and Cuba
Is both descriptive and analytical (goal of the United States was to fight off communism in
countries that were threatened with it; both South Korea and South Vietnam were threatened by
their northern counterparts; South Korea has remained free but unfortunately the United States
suffered a major loss in Vietnam and North Vietnam took over the south; Berlin was divided
because the Allies did not want the Soviet Union to control it; being divided was especially
difficult for Berliners; the Wall was built because of the number of people fleeing to West Berlin)
Incorporates some relevant information from documents 1, 3, 5, 6, and 7
Incorporates some relevant outside information (during the second world war, the United States
and the Soviet Union were allies against Germany; the United States only recognized the
nationalists in Taiwan as being China; some countries like Czechoslovakia and Hungary tried to
revolt, but their attempts were squashed by Soviet troops; Berlin, the capital of Germany, was in
East Germany; both the United States and the Soviet Union had the atomic bomb which made the
tension grow even more; Cuban missile crisis)
Includes some relevant facts, examples, and details (both Korea and Vietnam were separated into
two parts; the United States fought in Korea and Vietnam; most of Eastern Europe fell to the
communist Soviet Union; Germany was split up after World War II; Soviet Union had missiles in
Cuba); includes several minor inaccuracies (the Soviet Union fought in Vietnam; Berlin Wall was
built all around East Berlin; the United States snuck into Cuba to try and retrieve the missiles; Cold
War ended when the Soviet Union collapsed in the 1980s)
Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that
restate the theme
Conclusion: Overall, the response fits the criteria for Level 3. Elements of analysis are supported by
historical facts and details, but are often obscured by a simplistic narrative. Outside information is
either alluded to or employed as a summary.
* * * * * * * * * *
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Practice Paper B—Score Level 4
The response:
Develops the task by discussing how the Cold War between the United States and the Soviet Union
affected Europe, Hungary, Korea, and Vietnam
Is both descriptive and analytical (Cold War was an era of history characterized by fear, tensions,
freedoms, and invasions; America saw its fight as a mission to secure freedom and prosperity
among the nations of the world; the USSR sought to spread communism and glorify the communist
society; push to spread two vastly different ideologies affected countless people in nations spread
across the globe; many people had good cause to be fearful of Soviet expansion because many of
their liberties and freedoms would probably be abolished under a new brutal government; the
USSR used propaganda and skewed the truth to obtain support from the people; broadcast made it
sound like the USSR was helping the Hungarians when in reality it was quite the opposite; fights in
Korea and Vietnam proved difficult because of their close proximity to China and the USSR)
Incorporates relevant information from documents 1, 2, 5, and 6
Incorporates relevant outside information (Cold War began shortly after the defeat of the Nazis;
nations of Western Europe, aided by the Marshall Plan from the United States, remained
noncommunist; Soviet Union refused to accept the help offered by the Marshall Plan; Stalin’s goal
was a buffer zone; satellites of the Soviet Union; people did not like puppet governments; Truman
Doctrine; Berlin Airlift; even though the Cold War is supposedly over, North Korea continues to
threaten the global community with its nuclear program; when the Berlin Wall fell and the Soviet
Union collapsed, people said the Cold War had ended; dangers of nuclear war continue, stockpiles
of chemical weapons still exist, and unstable governments in former communist countries continue
to pose problems)
Supports the theme with relevant facts, examples, and details (USSR set up governments
supporting communism in the territories they occupied; split among the nations of Europe after the
second world war; Hungary asked the United Nations for help; Moscow’s state-controlled radio;
both Korea and Vietnam divided in half with communists having support in the north, and
noncommunists having support in the south)
Demonstrates a logical and clear plan of organization; includes an introduction that discusses the
reasons for the Cold War and a conclusion that discusses problems that continue as a result of the
Cold War
Conclusion: Overall, the response fits the criteria for Level 4. Extensive quotations from the
documents, though relevant, do detract from the quality of the response. However, analytical
statements and outside information are woven into the narrative and they strengthen the discussion.
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Practice Paper C—Score Level 2
Practice Paper D—Score Level 0
The response:
Minimally develops the task by discussing how the Cold War between the United States and the
Soviet Union affected Europe, Berlin, Hungary, Nicaragua, and Cuba
Is primarily descriptive (communism spread because the Soviet Union forced communism on other
countries; Soviets forced the Hungarians to accept Bolshevism and they did not want to; Cold War
was basically a war of words but was also a building up of weapons and military to prepare for the
worst); includes faulty, weak, and isolated application and analysis (during the Cold War, the
Soviet Union was angry that the United States had made alliances, so they went and took over
countries; other nations decided that if they wanted to compete in the arms race, they would also
need to start building up their weapons and military)
Incorporates some relevant information from documents 2, 3, 4, 7, and 8
Presents little relevant outside information (Soviet Union called countries they took over satellites;
western side of Berlin was noncommunist and the eastern side was communist)
Includes some relevant facts, examples, and details (Berlin was divided into two parts; Soviet
Union set up military bases in Cuba where they could launch ballistic missiles capable of carry
nuclear warheads; President Kennedy ordered Cuba to be blockaded by air and naval forces);
includes some inaccuracies (most countries enlisted in the policy of nonalignment; President
Kennedy set up military bases in southern Florida and the southernmost part of Cuba)
Demonstrates a satisfactory plan of organization; includes a brief introduction and a conclusion
that states the Cold War was an arms race which forced other nations to become involved
Conclusion: Overall, the response fits the criteria for Level 2. Although the basis of the response is a
reiteration of document information, some analytical statements are included in the discussion. In
many instances, false suppositions made about the history of the Cold War result in
overgeneralizations.
The response:
Refers to the theme in a general way; includes few accurate facts, examples, and details
Conclusion: Overall, the response fits the criteria for Level 0. The response uses snippets of
information from documents 1, 2, 3, 6, 7, and 8, but the information is either used incorrectly, is
incomplete, or is incoherent. The response demonstrates no understanding of the effects of the Cold
War.
Practice Paper E—Score Level 4
The response:
Develops the task by discussing how the Cold War between the United States and the Soviet Union
affected Europe, Hungary, Germany, Korea, Vietnam, India, Cuba, and Nicaragua
Is more analytical than descriptive (two of the most advanced countries in the world had opposing
ideologies which meant they were enemies and rivals; USSR “liberated” many of the countries in
Eastern Europe by the end of World War II and brought their ideas and influence into these areas;
some of the tragedy can be blamed on the United Nation’s course of action on the matter—nothing;
Germany was divided into four parts to ensure that it would no longer pose a threat to the world;
although the Soviets backed down years later, they supported the building of the Berlin Wall to
keep the Eastern Germans “in”; India would be able to accept aid from either side, in turn,
increasing money for much needed development; Khrushchev finally backed down after days of
intense anticipation; even in countries that communism spread to, there were some who stood
against communism and fought for democracy; Chamorro gave hope to those who hated the
communist government and eventually it was voted out)
Incorporates relevant information from all the documents
Incorporates relevant outside information (United Nations, which was dominated by the
superpowers, was relatively powerless and unable to keep peace throughout the world; satellites to
the USSR; when the Western countries decided to change the West German currency, the Soviets
responded with the Berlin Blockade; as Churchill said, “an iron curtain had descended upon
Europe”; unfortunately, despite all of the aid from the United States, all of Vietnam fell to
communism; Asian subcontinent of India was able to stay out of the Cold War; because of a failed
United States invasion, Khrushchev planned on creating missile sites in Cuba)
Supports the theme with relevant facts, examples, and details (United States and USSR emerged as
superpowers after World War II; introduction of communist ideas in Hungary led to revolt; each of
the four parts of Germany was under one of the four Allies who helped defeat Hitler; Korean War
was one of the first major conflicts in the Cold War; Korea was divided into two parts; Prime
Minister Nehru followed a policy of nonalignment; communist-supported groups developed in
Nicaragua; with the collapse of the USSR in the late 1900s, the Cold War finally came to an end)
Demonstrates a logical and clear plan of organization; includes an introduction that discusses how
other countries were caught in the middle of the clash between the United States and the USSR and
a conclusion that discusses the continuing effects of the Cold War on the world
Conclusion: Overall, the response fits the criteria for Level 4. Short parenthetical references to outside
information support the narrative, which is mostly a point-to-point discussion of information from the
documents. The introduction frames the theme, which is consistently developed in the discussion.
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Global History and Geography Specifications
August 2006
Part I
Multiple Choice Questions by Standard
Standard
Question Numbers
1—US and NY History
N/A
2—World History
2, 4, 5, 10, 14, 15, 17, 19, 21, 22, 23, 30, 33,
35, 37, 42, 43, 44, 45, 46, 47, 48, 50
3—Geography
1, 3, 7, 8, 11, 12, 13, 16, 18, 28, 29, 31, 36,
39, 41
4—Economics
20, 26, 27, 32, 38, 49
5—Civics, Citizenship, and Government 6, 9, 24, 25, 34, 40
Parts II and III by Theme and Standard
Theme
Standards
Thematic Essay
Movement of People and
Goods: Trade
Standards 2, 3, and 4: World
History; Geography;
Economics
Document-based Essay Conflict: Cold War; Power;
Change; Decision Making;
Nationalism; Human and
Physical Geography;
Human Rights
Standards 1, 2, 3, and 5:
US and NY History; World
History; Geography; Civics,
Citizenship, and Government
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The Chart for Determining the Final Examination Score for the
August 2006 Regents Examination in Global History and Geography will be
posted on the Department’s web site http://www.emsc.nysed.gov/osa/ on the
day of the examination. Conversion charts provided for the previous adminis-
trations of the Global History and Geography examination must NOT be used
to determine students’ final scores for this administration.
Submitting Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the test
development 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 make
suggestions. Instructions for completing the evaluation form are as follows:
1. Go to http://www.emsc.nysed.gov/osa/exameval.
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.
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