Tuesday, June 12, 2007

GLOBAL REGENTS AUGUST 2006


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Page 1
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
Student Name ______________________________________________________________
School Name _______________________________________________________________
Print your name and the name of your school on the lines above. Then turn to the last
page of this booklet, which is the answer sheet for Part I. Fold the last page along the
perforations and, slowly and carefully, tear off the answer sheet. Then fill in the heading of
your answer sheet. Now print your name and the name of your school in the heading of
each page of your essay booklet.
This examination has three parts. You are to answer all questions in all parts. Use black
or dark-blue ink to write your answers.
Part I contains 50 multiple-choice questions. Record your answers to these questions
on the separate answer sheet.
Part II contains one thematic essay question. Write your answer to this question in
the essay booklet, beginning on page 1.
Part III is based on several documents:
Part III A contains the documents. Each document is followed by one or more
questions. In the test booklet, write your answer to each question on the lines
following that question. Be sure to enter your name and the name of your school on
the first page of this section.
Part III B contains one essay question based on the documents. Write your
answer to this question in the essay booklet, beginning on page 7.
When you have completed the examination, you must sign the statement printed on
the Part I answer sheet, indicating that you had no unlawful knowledge of the questions or
answers prior to the examination and that you have neither given nor received assistance in
answering any of the questions during the examination. Your answer sheet cannot be
accepted if you fail to sign this declaration.
The use of any communications device is strictly prohibited when taking this
examination. If you use any communications device, no matter how briefly, your
examination will be invalidated and no score will be calculated for you.
DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN.
REGENTS IN GLOBAL HISTORY AND GEOGRAPHY
REGENTS IN GLOBAL HISTOR
Y AND GEOGRAPHY
1
•
Height above sea level
•
Distance from the equator
•
Amount of rainfall
•
Average daily temperature
Which aspect of geography is most influenced by
these factors?
(1) natural boundaries
(2) climate
(3) topography
(4) mineral resources
2 Which activity would be most characteristic of
people in a traditional society?
(1) serving in government assemblies
(2) working in an industrialized city
(3) having the same occupation as their parents
(4) establishing a mercantile system of trade
3
•
Large areas in the north and south received less
than ten inches of rainfall annually.
•
The presence of waterfalls and rapids slowed
river travel.
•
Highlands and steep cliffs limited exploration.
In which region did these geographic factors have
an impact on European exploration and
colonization?
(1) South America
(2) Southeast Asia
(3) subcontinent of India
(4) Africa
4 What is the main reason the Neolithic Revolution
is considered a turning point in world history?
(1) Fire was used as a source of energy for the
first time.
(2) Spoken language was used to improve
communication.
(3) Domestication of animals and cultivation of
crops led to settled communities.
(4) Stone tools and weapons were first
developed.
5 Which heading best completes the partial outline
below?
I. ______________________________
A. Centralized governments
B. Organized religions
C. Social classes
D. Specialization of labor
(1) Economic Development in Ancient Egypt
(2) Cultural Diffusion in Mohenjo-Daro
(3) Features of the Old Stone Age
(4) Characteristics of Civilizations
6 The Pillars of Emperor Asoka of the Mauryan
Empire and the Code of Hammurabi of Babylon
are most similar to the
(1) ziggurats of Sumeria
(2) map projections of Mercator
(3) Great Sphinx of the Egyptians
(4) Twelve Tables of the Romans
7 A similarity between Bantu migrations in Africa
and migrations of the ancient Aryans into South
Asia is that both moved
(1) across the Atlantic Ocean
(2) from rural lands to urban areas
(3) in search of additional food sources
(4) for religious freedom
8 Which factor led to the development of
civilizations in ancient Mesopotamia?
(1) political harmony
(2) favorable geography
(3) religious differences
(4) universal education
Global Hist. & Geo. – August ’06
[2]
Part I
Answer all questions in this part.
Directions (1–50): For each statement or question, write on the separate answer sheet the number of the
word or expression that, of those given, best completes the statement or answers the question.
9 Which statement most likely represents the view
of a citizen of ancient Athens visiting Sparta?
(1) “The government and society in Sparta are so
strict. The people have little voice in
government.”
(2) “I feel as though I have never left home.
Everything here is the same as it is in
Athens.”
(3) “This society allows for more freedom of
expression than I have ever experienced in
Athens.”
(4) “I have never heard of a society like Sparta
that believes in only one God.”
10 One similarity between animism and Shinto is
that people who follow these belief systems
(1) practice filial piety
(2) worship spirits in nature
(3) are monotheistic
(4) are required to make pilgrimages
11
•
Buddhist temples are found in Japan.
•
Most Indonesians study the Koran.
•
Catholicism is the dominant religion in Latin
America.
These statements illustrate a result of
(1) westernization
(2) cultural diffusion
(3) economic nationalism
(4) fundamentalism
12 Which group introduced the Cyrillic alphabet,
Orthodox Christianity, and domed architecture to
Russian culture?
(1) Mongols
(3) Jews
(2) Vikings
(4) Byzantines
13 The topography and climate of Russia have
caused Russia to
(1) depend on rice as its main source of food
(2) seek access to warm-water ports
(3) adopt policies of neutrality and isolation
(4) acquire mineral-rich colonies on other
continents
14 One of the major achievements of Byzantine
Emperor Justinian was that he
(1) established a direct trade route with Ghana
(2) defended the empire against the spread of
Islam
(3) brought Roman Catholicism to his empire
(4) preserved and transmitted Greek and Roman
culture
15 Both European medieval knights and Japanese
samurai warriors pledged oaths of
(1) loyalty to their military leader
(2) devotion to their nation-state
(3) service to their church
(4) allegiance to their families
16 What was a significant effect of Mansa Musa’s
pilgrimage to Mecca?
(1) The African written language spread to
southwest Asia.
(2) Military leaders eventually controlled Mali.
(3) Islamic learning and culture expanded in
Mali.
(4) The trading of gold for salt ended.
17 A direct impact that the printing press had on
16th-century Europe was that it encouraged the
(1) spread of ideas
(2) beginnings of communism
(3) establishment of democracy
(4) development of industrialization
18 Which technological advancement helped unify
both the Roman and the Inca Empires?
(1) astrolabe
(3) gunpowder
(2) road system
(4) wheeled carts
19 Cervantes’ literary classic Don Quixote, the rule
of Isabella and Ferdinand, and the art of El
Greco are associated with the
(1) Golden Age in Spain
(2) Hanseatic League in Germany
(3) Glorious Revolution in England
(4) Renaissance in Italy
Global Hist. & Geo. – August ’06
[3]
[OVER]
Base your answer to question 20 on the diagram
below and on your knowledge of social studies.
20 This diagram shows the Incas had a farming
system that
(1) provided crops for the entire society
(2) left much of the land unfarmed
(3) set aside fifty percent of the crops for those
who farmed the fields
(4) grew crops only for priests and government
officials
21 Which statement best describes a result of the
encounter between Europeans and native
populations of Latin America?
(1) Native societies experienced rapid population
growth.
(2) European nations lost power and prestige in
the New World.
(3) Large numbers of natives migrated to Europe
for a better life.
(4) Plantations in the New World used enslaved
Africans to replace native populations.
Base your answers to questions 22 through 24 on
the speakers’ statements below and on your
knowledge of social studies.
Speaker A: Although I spread serfdom in my
country, I tried to modernize our society
by incorporating western technology.
Speaker B: I promoted culture with my support of
the arts. Unfortunately, I drained my
country’s treasury by building my palace
at Versailles and involving my country in
costly wars.
Speaker C: I gained much wealth from my overseas
empire in the Americas. I waged war
against the Protestants and lost.
Speaker D: I inherited the throne and imprisoned
my foes without a trial. I dissolved
Parliament because I did not want to
consult with them when I increased
taxes.
22 Which speaker represents the view of King Louis
XIV of France?
(1) A
(3) C
(2) B
(4) D
23 Which nation was most likely governed by
Speaker D?
(1) Russia
(3) Spain
(2) France
(4) England
24 Which type of government is most closely
associated with all these speakers?
(1) limited monarchy
(2) absolute monarchy
(3) direct democracy
(4) constitutional democracy
Field of the sick,
orphans, widows,
and those away on
government service
All land belonged to the community. Farmers grew
crops in different fields.
Source: Ellis and Esler, World History:
Connections to Today, Prentice Hall
(adapted)
Global Hist. & Geo. – August ’06
[4]
Base your answer to question 25 on the statements
below and on your knowledge of social studies.
. . . The Laws ought to be so framed, as to secure
the Safety of every Citizen as much as possible.
. . . The Equality of the Citizens consists in this;
that they should all be subject to the same
Laws. . . .
— Documents of Catherine the Great,
W. F. Reddaway, ed., Cambridge University Press (adapted)
25 These ideas of Catherine the Great of Russia
originated during the
(1) Age of Exploration
(2) Age of Enlightenment
(3) Protestant Reformation
(4) French Revolution
Base your answers to questions 26 and 27 on the
speakers’ statements below and on your knowledge of
social studies.
Speaker A: Government should not interfere in
relations between workers and business
owners.
Speaker B: The workers will rise up and overthrow
the privileged class.
Speaker C: Private property will cease to exist. The
people will own the means of produc-
tion.
Speaker D: A favorable balance of trade should be
maintained by the use of tariffs.
26 Which two speakers represent Karl Marx’s ideas
of communism?
(1) A and B
(3) B and D
(2) B and C
(4) C and D
27 Which speaker is referring to laissez-faire
capitalism?
(1) A
(3) C
(2) B
(4) D
Base your answers to questions 28 and 29 on the
map below and on your knowledge of social studies.
28 What was a basic cause of the political changes
shown on this map?
(1) Russia and Japan formed an alliance.
(2) Korea defeated Japan in the Sino-Japanese
War.
(3) The Japanese people wanted to spread the
beliefs of Shinto.
(4) Japan needed raw materials for industriali-
zation.
29 Which event is associated with the changes
shown on this map?
(1) Opium War
(2) Meiji Restoration
(3) Chinese Nationalist Revolution
(4) rise of the Soviet Union
China
Korea
East
China
Sea
Pacific
Ocean
Sea of
Japan
Japan
Russia
Kuril
Islands
Tokyo
Kyushu
Shikoku
Honshu
Bonin
Islands
Nagasaki
R
y
u
k
y
u
I
s
la
n
d
s
Taiwan
Kyoto
Hokkaido
Sakhalin
Source: Henry Brun et al., Reviewing Global History and
Geography, AMSCO (adapted)
Manchuria
Japanese Empire in 1875
Lands Added, 1875–1910
Japanese Sphere of
Influence
N
S
W
E
0
0
500 kilometers
300 miles
Japanese Imperialism, 1875–1910
Global Hist. & Geo. – August ’06
[5]
[OVER]
30 The Bolshevik Party in 1917 gained the support
of the peasant class because they promised them
(1) “Peace, Land, and Bread”
(2) “Liberty, Equality, Fraternity”
(3) abolition of the secret police
(4) democratic reforms in all levels of govern-
ment
Base your answer to question 31 on the map below
and on your knowledge of social studies.
31 Which time period in German history is most
accurately represented in this map?
(1) between World War I and World War II
(2) just after the Berlin Conference
(3) immediately after the Congress of Vienna
(4) during unification under Bismarck
32 Which statement describes one major aspect of a
command economy?
(1) Supply and demand determines what will be
produced.
(2) Most economic decisions are made by the
government.
(3) The means of production are controlled by
labor unions.
(4) The economy is mainly agricultural.
33 Which area was once controlled by Britain,
suffered a mass starvation in the 1840s, and
became an independent Catholic nation in 1922?
(1) Scotland
(3) Ghana
(2) India
(4) Ireland
34 Totalitarian countries are characterized by
(1) free and open discussions of ideas
(2) a multiparty system with several candidates
for each office
(3) government control of newspapers, radio,
and television
(4) government protection of people’s civil
liberties
35 Which name would best complete this partial
outline?
I. African Nationalists of the 20th Century
A. Leopold Senghor
B. Jomo Kenyatta
C. Julius Nyerere
D. ________________________
(1) Atatürk [Mustafa Kemal]
(2) Ho Chi Minh
(3) José de San Martín
(4) Kwame Nkrumah
36 Since 1948, a major reason for the conflict
between Arabs and Israelis is that each side
(1) wants the huge oil reserves that lie under the
disputed land
(2) believes that the United States favors the
other side in the conflict
(3) claims sovereignty over the same land
(4) seeks to control trade on the eastern end of
the Mediterranean Sea
37 In the 1980s, Mikhail Gorbachev’s attempts to
change the Soviet Union resulted in
(1) an increase in tensions between India and the
Soviet Union
(2) a strengthening of the Communist Party
(3) a shift from producing consumer goods to
producing heavy machinery
(4) a series of economic and political reforms
Source: Geoffrey Barraclough, ed.,
Hammond Concise Atlas of World History,
Hammond, 1998 (adapted)
Areas lost as a result of
the Versailles Treaty
GERMANY
Polish
Corridor
Schleswig
Holstein
Saarland
Alsace-
Lorraine
Global Hist. & Geo. – August ’06
[6]
Base your answer to question 38 on the diagram
below and on your knowledge of social studies.
38 Which conclusion based on the ecological cycle
shown in this diagram is most valid?
(1) Grain yields increase as the amount of land
reclaimed increases.
(2) The destruction of forests leads to soil
erosion.
(3) Grain production has no impact on the
environment.
(4) Natural disasters have little effect on grain
production.
39
•
Egypt builds the Aswan Dam to control
flooding and produce hydroelectric power.
•
China builds the Three Gorges Dam to control
flooding and improve trade.
•
Brazil builds the Tucuruí Dam in the tropical
rain forest to produce hydroelectric power.
Which conclusion can be drawn from these
statements?
(1) Societies often modify their environment to
meet their needs.
(2) Monsoons are needed for the development of
societies.
(3) Topography creates challenges that societies
are unable to overcome.
(4) Land features influence the development of
diverse belief systems.
Base your answer to question 40 on the cartoon
below and on your knowledge of social studies.
40 What is the main idea of this Brazilian cartoon?
(1) Relations between Latin America and the
United States are mutually beneficial.
(2) The United States wants to cut off political
and economic relations with Latin America.
(3) Latin American nations are self-sufficient and
need not rely on the United States.
(4) The United States wants to control its
relationships with Latin America.
41 “Tensions Increase Over Kashmir”
“Hindus and Muslims Clash in Calcutta Riots”
“Threat of Nuclear Conflict Worries World”
These headlines refer to events in which region?
(1) Latin America
(2) sub-Saharan Africa
(3) subcontinent of India
(4) East Asia
Source: Ziraldo Alves Pinto
Grain shortage
Soil erosion, depleting
land fertility, frequent
natural disasters and
deteriorating environment
Long-term stagnation
in grain production
Reclaiming land by
destroying forests and
grasslands
Cycle of the Ecological Environment
Source: Yan Ruizhen and Wang Yuan,
Poverty and Development,
New World Press, 1992 (adapted)
Global Hist. & Geo. – August ’06
[7]
[OVER]
43 One way in which the Tang dynasty, the Gupta
Empire, and the European Renaissance are
similar is that they all included periods of
(1) religious unity
(2) democratic reforms
(3) economic isolation
(4) cultural achievements
44 What was one similar goal shared by Simón
Bolívar and Mohandas Gandhi?
(1) ending foreign control
(2) promoting religious freedom
(3) establishing a limited monarchy
(4) creating collective farms
45 The Armenian Massacre, the “killing fields” of
the Khmer Rouge, and Saddam Hussein’s attacks
against the Kurds are examples of
(1) apartheid
(2) enslavement
(3) human rights violations
(4) forced collectivization
46 In western Europe, the Middle Ages began after
the collapse of which empire?
(1) Mughal
(3) Ottoman
(2) Roman
(4) Byzantine
Global Hist. & Geo. – August ’06
[8]
Base your answer to question 42 on the cartoon below and on your knowledge of social studies.
42 The main idea of this 2002 cartoon is that East Timor is
(1) experiencing massive floods that might destroy the nation
(2) struggling with the arrival of large numbers of freedom-seeking refugees
(3) facing several dangers that threaten its existence as a new nation
(4) celebrating its success as an independent nation
Source: Kim Song Heng, Lianhe Zaobao, 2002 (adapted)
Base your answers to questions 47 and 48 on the
chart below and on your knowledge of social studies.
47 During which revolution did these executions
occur?
(1) French
(3) Chinese
(2) Russian
(4) Cuban
48 Which statement is best supported by
information found in this chart?
(1) Clergy were spared from the Reign of Terror.
(2) The Reign of Terror affected all classes equally.
(3) The Reign of Terror crossed social and
economic boundaries.
(4) Peasants were the most frequent victims of
the Reign of Terror.
Base your answer to question 49 on the passage
below and on your knowledge of social studies.
. . . Our foundation rests upon trade, because, as
you see, we have a large part of our capital
invested [in it]. And therefore we shall have little
for exchange operations, and we are forced to
exert our ingenuity elsewhere. This, however, in
my opinion, does not involve greater risk than
one incurs in exchanges today, especially when no
risks at sea are run [That is, when shipments by
sea are insured.]; nor does it bring smaller profits.
And [trade operations] are more legal and more
honorable. In them we shall so govern ourselves
that every day you will have more reason to be
content; may God grant us His grace. . . .
Source: Letter to the home office of the Medici from
branch office at Bruges, May 14, 1464 (adapted)
49 This passage best illustrates circumstances that
characterized the
(1) Crusades
(2) Age of Reason
(3) Commercial Revolution
(4) Scientific Revolution
50 “Germany, Austria-Hungary, and Italy Form Triple
Alliance”
“Serbian Nationalism Grows in Balkans”
“Archduke Franz Ferdinand Assassinated in Bosnia”
The events in these headlines contributed most
directly to the
(1) beginning of World War I
(2) outbreak of the Cold War
(3) development of communist rule in Europe
(4) strengthening of European monarchies
Executions During the Reign of Terror
Upper
Middle
Class: 14%
1,964
Working
Class: 31%
4,389
Peasants:
28%
3,961
Lower Middle
Class: 11%
1,488
Nobility: 8%
1,158
Clergy: 7%
920
No Status
Given: 1%
Source: Dennis Sherman et al., eds., World Civilizations:
Sources, Images, and Interpretations, McGraw-Hill (adapted)
Global Hist. & Geo. – August ’06
[9]
[OVER]
Global Hist. & Geo. – August ’06
[10]
Answers to the essay questions are to be written in the separate essay booklet.
In developing your answer to Part II, be sure to keep these general definitions in mind:
(a) explain means “to make plain or understandable; to give reasons for or causes of; to
show the logical development or relationships of”
(b) discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail”
PART II
THEMATIC ESSAY QUESTION
Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the task
below, and a conclusion.
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).
You are not limited to these suggestions.
Guidelines:
In your essay, be sure to
• Develop all aspects of the task
• Support the theme with relevant facts, examples, and details
• Use a logical and clear plan of organization, including an introduction and a conclusion that
are beyond a restatement of the theme
Global Hist. & Geo. – August ’06
[11]
[OVER]
In developing your answer to Part III, be sure to keep this general definition in mind:
discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail”
PART III
DOCUMENT-BASED QUESTION
This question is based on the accompanying documents. It is designed to test your ability to work
with historical documents. Some of these documents have been edited for the purposes of this
question. As you analyze the documents, take into account the source of each document and any
point of view that may be presented in the document.
Historical Context:
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: Using information from the documents and your knowledge of global history,
answer the questions that follow each document in Part A. Your answers to the
questions will help you write the Part B essay in which you will be asked to
• Discuss how the Cold War between the United States and the Soviet Union
affected other nations and/or regions of the world
NAME __________________________________________ SCHOOL ________________________
Global Hist. & Geo. – August ’06
[12]
Part A
Short-Answer Questions
Directions: Analyze the documents and answer the short-answer questions that follow each document in the
space provided.
Document 1
1 What does the information shown on this map indicate about the governments of Western Europe and
Eastern Europe after World War II? [
1
]
_____________________________________________________________________________________
_____________________________________________________________________________________
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
M
editerranean
Se
a
Italy
Greece
Turkey
Black Sea
Caspian Sea
Soviet Union
Great
Britain
Ireland
Poland
E.
Ger.
West
Germany
Neth.
Belg.
Lux.
Austria
Switz.
Y
ugoslavia
HungaryRomania
Bulgaria
Albania
Norway
Sweden
Finland
Denmark
Portugal
Berlin
Communist countries
Non-Communist countries
Atlantic
Ocean
N
S
W
E
Score
Global Hist. & Geo. – August ’06
[13]
[OVER]
Document 2a
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)
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. [
2
]
(1) _________________________________________________________________________________
_________________________________________________________________________________
(2) _________________________________________________________________________________
_________________________________________________________________________________
Document 2b
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. [
1
]
____________________________________________________________________________________
____________________________________________________________________________________
Score
Score
Score
Document 3a
Document 3b
3 Based on this map and the Burkhardt photograph, state one way the Cold War affected the city of Berlin. [
1
]
_____________________________________________________________________________________
_____________________________________________________________________________________
Berlin, 1961
Source: Heiko Burkhardt, dailysoft.com
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
Global Hist. & Geo. – August ’06
[14]
Score
Document 4
. . . 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
4 According to Prime Minister Nehru, what was India’s foreign policy in 1956? [
1
]
_____________________________________________________________________________________
_____________________________________________________________________________________
Global Hist. & Geo. – August ’06
[15]
[OVER]
Score
Global Hist. & Geo. – August ’06
[16]
Document 5
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
5 Based on Sook Nyul Choi’s description, state two ways the beginning of the Korean War affected the people
of Korea. [
2
]
(1)__________________________________________________________________________________
__________________________________________________________________________________
(2)__________________________________________________________________________________
__________________________________________________________________________________
Score
Score
Global Hist. & Geo. – August ’06
[17]
[OVER]
6 Based on the information shown on these maps, state one similarity in the way the Cold War affected Korea
and Vietnam. [
1
]
_____________________________________________________________________________________
_____________________________________________________________________________________
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
e
a
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
Score
Document 6b
Document 6a
Global Hist. & Geo. – August ’06
[18]
Document 7a
Document 7b
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
7 Based on this map and President John F. Kennedy’s address, state one way the Cold War affected Cuba. [
1
]
_____________________________________________________________________________________
_____________________________________________________________________________________
United States Blockade of Cuba, 1962
Source: World History: Patterns of Interaction, McDougal Littell (adapted)
Score
Document 8a
. . . 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)
8a According to this document from the Library of Congress, what effect did the Cold War have on Nicaragua
in the 1980s? [
1
]
_____________________________________________________________________________________
_____________________________________________________________________________________
Document 8b
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
8b According to Mark A. Uhlig, what political change did Violeta Chamorro hope to bring to Nicaragua? [
1
]
_____________________________________________________________________________________
_____________________________________________________________________________________
Global Hist. & Geo. – August ’06
[19]
[OVER]
Score
Score
Global Hist. & Geo. – August ’06
[20]
Part B
Essay
Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion.
Use evidence from at least five documents to support your response. Support your response with
relevant facts, examples, and details. Include additional outside information.
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: Using the information from the documents and your knowledge of global history,
write an essay in which you
• Discuss how the Cold War between the United States and the Soviet Union
affected other nations and/or regions of the world
Guidelines:
In your essay, be sure to
• Develop all aspects of the task
• Incorporate information from at least five documents
• Incorporate relevant outside information
• Support the theme with relevant facts, examples, and details
• Use a logical and clear plan of organization, including an introduction and a conclusion that
are beyond a restatement of the theme
FOR TEACHER USE ONLY
Part I Score
Part III A Score
Total Part I and III A Score
Part II Essay Score
Part III B Essay Score
Total Essay Score
Final Score
(obtained from conversion chart)
The University of the State of New York
R
EGENTS
H
IGH
S
CHOOL
E
XAMINATION
GLOBAL HISTORY
AND GEOGRAPHY
Wednesday, August 16, 2006 — 12:30 to 3:30 p.m., only
ANSWER SHEET
Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Sex: I Female
Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Write your answers for Part I on this answer sheet, write your answers to
Part III A in the test booklet, and write your answers for Parts II and III B in the
separate essay booklet.
No.
Right
T
ear Here
T
ear Here
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I Male
The declaration below should be signed when you have completed the examination.
I do hereby affirm, at the close of this examination, that I had no unlawful knowledge of the questions or answers prior to the examination and
that I have neither given nor received assistance in answering any of the questions during the examination.
____________________________________________________________
Signature
T
ear Here
T
ear Here
Global Hist. & Geo. – August ’06
REGENTS IN GLOBAL HISTORY AND GEOGRAPHY
REGENTS IN GLOBAL HISTOR
Y AND GEOGRAPHY
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