Tuesday, June 12, 2007

GLOBAL REGENTS JANUARY 2006 ANSWERS

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Page 1
Global History
and Geography
January 24, 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
• Four 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
Tuesday, January 24, 2006 — 9:15 a.m. to 12:15 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.
[2]
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[3]
Global History and Geography
Content-Specific Rubric
Thematic Essay—January 2006
Scoring Notes:
Score of 5:
• Thoroughly develops all aspects of the task evenly and in depth by explaining a major idea or belief of two
philosophers and/or leaders and discussing how each of those ideas or beliefs changed one nation or region
• Is more analytical than descriptive (analyzes, evaluates, and/or creates information), e.g., John Locke:
governments formed to protect the basic human rights of life, liberty, and property; relationship of social
contract theory that king ruled with consent of subjects; subjects entered into contract promising to obey
monarch as long as rights were protected and if their rights were violated the people had the right to
overthrow the monarch; use of ideas in Two Treatises on Government to justify the overthrow of King
James II who tried to use divine right to rule without Parliament and appointed Catholics to political office;
England became a constitutional monarchy beginning with William and Mary in which rulers must follow
Bill of Rights; Nelson Mandela: worked to gain equality and political power by protesting apartheid; effect
as leader of African National Congress; organization of strikes and boycotts led to arrest and life sentence in
prison as a result of activities after the Sharpeville Massacre; imprisonment strengthened resolve to end
apartheid; connection between the release of Mandela and vote to end apartheid; election of Mandela as
President has done much to calm racial tensions in South Africa
• Richly supports the theme with relevant facts, examples, and details, e.g., John Locke: James II, divine
right; Bloodless or Glorious Revolution; constitutional monarchy; limited government; figurehead; Nelson
Mandela: African National Congress (ANC); passbooks; F. W. de Klerk; economic sanctions)
• 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 four components (two aspects [a major idea or belief and how that idea or belief
changed one nation or region] for each of two philosophers or leaders chosen)
2. Two philosophers, two leaders, or a combination of the two may be used in the response.
3. The major idea or belief of two different individuals could be the same, e.g., both Bolivar and Gandhi
believed in independence for their respective nation.
4. The discussion of how the idea or belief changed a nation or region could focus on the same nation or
region for both leaders, e.g., how the ideas of both Confucius and Mao Zedong affected China.
5. A philosopher or leader for the United States may not be used, however, the discussion might involve the
United States, e.g., a discussion of Fidel Castro could involve the role of the United States in the Cuban
missile crisis or a discussion of John Locke might focus on the effect of his ideas on the United States
Declaration of Independence.
Theme: Change
The ideas and beliefs of philosophers and leaders have led to changes in nations and regions.
Task: Choose two philosophers and/or leaders and for each
• Explain a major idea or belief of that philosopher or leader
• Discuss how that idea or belief changed one nation or region
You may use any philosophers or leaders from your study of global history. Some suggestions you might wish to
consider include Confucius, John Locke, Adam Smith, Simón Bolívar, Otto von Bismarck, Vladimir Lenin, Mohandas
Gandhi, Mao Zedong, Fidel Castro, or Nelson Mandela.
Do not use a philosopher or leader from the United States in your answer.
[4]
Score of 4:
• Develops all aspects of the task but may do so somewhat unevenly by developing all aspects of the task for
one philosopher or leader more thoroughly than for the second philosopher or leader or developing one
aspect of the task more thoroughly than the second aspect of the task
• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information), e.g., John
Locke: connection between his ideas that government was formed to protect the basic rights of life, liberty,
and property and if government abused them, the people were justified in rebelling; absolute ruler James II
replaced with William and Mary, who agreed to follow the Bill of Rights; Nelson Mandela: leader of ANC,
who worked to end apartheid with strikes and boycotts, arrested, and sentenced to life imprisonment; when
de Klerk becomes President, South Africans vote to end apartheid; Mandela freed and became President
• 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
•
Note: At score levels 5 and 4, all four components of the task should be developed.
Holistic Scoring Reminder: This note applies only to the evaluation of bullet 1.
Score of 3:
• Develops all aspects of the task with little depth or develops at least three components 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 components 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
[5]
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 the major ideas of
Alexander the Great and Otto von Bismarck and discussing how those ideas changed Alexander’s
Empire and Bismarck’s Germany
• Is more analytical than descriptive (Alexander: the way he used other cultures to solidify his
power; he rebuilt damaged religious structures in an effort to win over the people; Alexander
controlled a vast area of land and therefore was affected by a large number of cultures; dressed in
Persian clothing to indicate his role as king; left loyal local officials in power and appointed Greeks
and Macedonians as commanders; even though Rome conquers Greece, Greek culture conquers
Rome; Bismarck: “real politique” mirrored the teachings of Machiavelli; Bismarck kept allies as
long as necessary and then when they were of no use to Germany he disposed of them; intensified
French-German tensions by rewriting the Ems Dispatch, giving the impression that France’s king
insulted the Prussian king; overthrow of Napoleon led to a useless treaty and forced France to give
up territories; fueled France’s hatred for Germans; Bismarck made friends with Russia to avoid a
two-front war; Bismarck used his “real politique” to manipulate the powers of the world into a
history-changing chain of events)
• Richly supports the theme with relevant facts, examples, and details (Alexander: Macedonia;
Philip; Persian Empire; Hellenistic blend of cultures; Bismarck: “Blood and Iron;” Franco-Prussian
War; Napoleon III; superior railroads; military technology; Paris; Russia; Kaiser Wilhelm; World
War I; reparations)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that are beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 5. The strong analysis and insightful use of
facts about the development of Hellenistic culture and “real politique” reflect an understanding that a
leader’s beliefs determine his policies and thus the direction a nation or region takes. The comparison
of the Franco-Prussian War treaty to the Treaty of Versailles and the conclusion that both of these
treaties were ineffective and led to further problems is especially strong.
[8]
Anchor Paper – Thematic Essay—Level 5 – B
[9]
[10]
Anchor Paper – Thematic Essay—Level 5 – B
[11]
Anchor Paper – Thematic Essay—Level 5 – B
[12]
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 the major ideas of
Adolf Hitler and Joseph Stalin and discussing how those ideas changed Germany and Russia
• Is more analytical than descriptive (Hitler: became influential and popular due to his vibrant
speeches of German nationalism and the wrongs having been done to and plaguing Germany;
Hitler’s rule did bring Germany out of depression and poverty into a time of economic and
industrial prowess; it’s what he did with this newly transformed German machine that made him
infamous; Stalin: created the second most powerful nation the world had ever seen from a giant
collection of agricultural cities and settlements; gave the Russian people a state to work for and,
more importantly, respect; although he did many great things for the Soviet economy and world
influence, it came at a great cost; Stalin’s poor and crippled nation turned into an industrial
superpower, which went head to head against the United States in a conflict to dominate the
globe’s government and ideologies)
• Richly supports the theme with relevant facts, examples, and details (Hitler: 1930s, post- World
War I crippled Germany; reform; reconstruction; unification; Third Reich; Luftwaffe; Panzer tank
divisions; blitzkrieg; Final Solution; genocide; Jewish people; extermination camps; death squads;
6,000,000; World War II; Stalin: self-made dictator; 1930s; Russia was weak economically, mostly
agriculture; undisciplined army; social dissent; 5-year plan; USSR; industrial giant virtually
overnight; superpowers; paranoid leader; tens of thousands were executed or sent to labor camps;
Cold War)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that are beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 5. The response effectively demonstrates
the cause-effect relationship between the beliefs of each leader and the actions that the leader took on
behalf of his nation. The use of extensive analysis and supporting detail demonstrates a good
understanding of the results of those actions.
[13]
[14]
Anchor Paper – Thematic Essay—Level 4 – A
[15]
Anchor Paper – Thematic Essay—Level 4 – A
[16]
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 discussing the ideas of Otto von
Bismarck and their impact on Germany more thoroughly than those of Gandhi and their impact on
India
• Is both descriptive and analytical (the world as we know it today has been carved through blood,
money, and most important of all, leadership; it was leaders who pioneered and created new paths
for their nation to follow; Gandhi and Bismarck were path-beaters and pioneers; Bismarck:
German army was mobilized as a result of the German work ethic and Bismarck’s sharp leadership
skills; one could not predict the course history would have taken in the absence of Bismarck but
can be sure of the extent of the influence he has [attained] through his role as a leader; Gandhi: was
the 90-pound weakling who toppled the British Empire)
• Supports the theme with relevant facts, examples, and details (Bismarck: Machiavelli, nationalism;
unified Germany; “Blood and Iron”; German Chancellor; challenged the British navy and invaded
France; massive industrial strength; Gandhi: Indus; Ganges; Indian Revolution; lawyer; British
imperialism; civil disobedience; resistance; nonviolent protests; demonstrations; democratic state)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that contain relevant analysis and are beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 4. Although the analysis is somewhat
overstated, the response addresses the task with an abundance of relevant detail and clearly shows the
role of leaders in effecting change.
[17]
Anchor Paper – Thematic Essay—Level 4 – B
[18]
Anchor Paper – Thematic Essay—Level 4 – B
[19]
Anchor Level 4-B
The response:
• Develops all aspects of the task by discussing the impact of the beliefs of Mohandas Gandhi on
India and those of John Locke on the United States
• Is both descriptive and analytical (Locke: firmly believed that all people were born with natural
rights; felt that everyone was supposed to get these rights; if the rights were denied, people may
overthrow the government; people were born good and free; ideas about natural rights would
greatly affect the United States; Gandhi: was the unelected and unofficial leader of India; rose up
by support of the people; peaceful protests would make the opposing side look bad if they were to
take action; making the British look bad eventually helped India get their independence)
• Supports the theme with relevant facts, examples, and details (Locke: Enlightenment; “life, liberty,
and property”; English philosopher; American Bill of Rights; natural laws; Declaration of
Independence; Thomas Jefferson; “life, liberty and the pursuit of happiness”; Gandhi: nonviolence;
Salt March; taxation; British attacked Indians at meeting)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that are beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 4. Although the analysis of the leaders is
slightly uneven, the response shows a good understanding of the impact of the philosophies and actions
of Gandhi and Locke on independence movements. However, the response lacks the depth of detail
required for a Level 5 rating.
Anchor Paper – Thematic Essay—Level 4 – C
[20]
[21]
Anchor Paper – Thematic Essay—Level 4 – C
Anchor Paper – Thematic Essay—Level 4 – C
[22]
Anchor Level 4-C
The response:
• Develops all aspects of the task by discussing the impact of the beliefs of Mohandas Gandhi and of
Mao Zedong
• Is both descriptive and analytical (these two leaders seem as different as can be but they have in
common the fact that they changed an entire nation with their leadership; Gandhi: many Indians
felt they would have little chance at a forceful revolution against the powerful British; many
Indians would die in this kind of revolution; new idea gave the Indians a chance versus the British;
British saw the advantage of giving in to Gandhi’s demands; though from a higher caste, he
thought the caste system unfair and wanted to change it; marched thousands of miles to the ocean
to get salt; India became an independent, democratic country after World War II; Mao Zedong:
used his excellent leadership and political skills to gain support of China’s large peasant
population; made communism appeal to the masses, promising to help revolutionize China and
improve a harsh way of life; worked to industrialize China with the Great Leap Forward and almost
ruined it with the Cultural Revolution; China remains communist today)
• Supports the theme with relevant facts, examples, and details (Gandhi: self-governing; taxes; civil
disobedience; unjust laws; nonviolent; passive; Mao Zedong: World War II; civil war; Nationalist
forces; Communist forces; feudal landlord system; army of peasants)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that are beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 4. Although the response lacks
sophistication and contains some repetition, the discussion of both leaders reveals an understanding of
their beliefs and the impact of those beliefs on their nations. Some overgeneralizations detract from the
overall quality of the response.
[23]
Anchor Paper – Thematic Essay—Level 3 – A
[24]
Anchor Level 3-A
The response:
• Develops all aspects of the task with little depth by explaining the major beliefs of John Locke and
Thomas Hobbes and discussing the impact of those beliefs on England
• Is more descriptive than analytical (Locke: thought England should be run in a democratic way;
people could overthrow the government; many people like the Puritans supported Locke because it
benefited them; Locke’s ideas gave them the opportunity to question government and have a say in
it; Hobbes: people should be run by a strict absolute monarch to maintain people in order; if people
had freedom, they would abuse it and they would be uncontrollable; the threat of the military
should always be on top of the citizen; the king and some nobles used Hobbes’ ideas to remain in
power)
• Includes some relevant facts, examples, and details (Enlightenment Era; Locke: natural rights;
liberties; Parliament; common worker; democratic; USA; American Constitution; Declaration of
Independence; Hobbes: king; absolute monarchy)
• 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 lacks many
specific supporting details, it includes some good analytical statements. The impact of the ideas is
particularly limited in the discussion on Hobbes.
Anchor Paper – Thematic Essay—Level 3 – A
[25]
[26]
Anchor Paper – Thematic Essay—Level 3 – B
[27]
Anchor Paper – Thematic Essay—Level 3 – B
Anchor Level 3-B
The response:
• Develops all aspects of the task with little depth by discussing in a general manner the beliefs of
Mohandas Gandhi and Adolf Hitler, and the impact of their beliefs on India and Germany
• Is more descriptive than analytical (Gandhi: believed in using a less-aggressive act in
accomplishing his goals; proved point by showing that Indians would not buy British salt, but
would make their own; his ideas of nonviolence and being at peace with others and oneself
influenced the growth of India; Hitler: had a strong influence on people, but only in a negative
light; Hitler and the Nazi Party were blamed for the loss of World War II and for unspeakable
crimes against the Jews; got his group of followers and conspirators by being persuasive,
manipulative, and using propaganda)
• Includes some relevant facts, examples, and details (Gandhi: speeches, fasting, boycotting; British
made and taxed salt; Salt March; Hitler: Aryan race; concentration camps; genocide)
• 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. The discussion, though general, does
explore the beliefs of Hitler and Gandhi as well as how those beliefs shaped the overall development of
their respective nations.
[28]
Anchor Paper – Thematic Essay—Level 3 – C
Anchor Paper – Thematic Essay—Level 3 – C
[29]
[30]
Anchor Level 3-C
The response:
• Develops all aspects of the task with little depth by discussing the beliefs of Mohandas Gandhi in
India and those of Nelson Mandela in South Africa
• Is more descriptive than analytical (Gandhi: wanted his rights and his people’s rights so he led
peaceful strikes; what he and his people did was just not do what the British told them to do;
suffered beatings and fasted for his people; Mandela: to the black South Africans, apartheid meant
they were not given their human rights and were discriminated against; stood up for his people;
sent to jail for life; was a major idol for black Africans)
• Includes some relevant facts, examples, and details (Gandhi: nonviolence; told them to make their
own cloth; independence; Mandela: apartheid used to separate the blacks from the whites; human
rights; show ID; segregated places)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that are
more than a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 3. While few specific details are presented,
the general description of the beliefs and the impact of these leaders’ ideas on the citizens and the
governments of their nations demonstrate an understanding of the theme.
[31]
Anchor Paper – Thematic Essay—Level 2 – A
[32]
Anchor Paper – Thematic Essay—Level 2 – A
Anchor Level 2-A
The response:
• Minimally develops some aspects of the task by discussing Mohandas Gandhi and his beliefs in
India and Confucius and his beliefs in China
• Is primarily descriptive (Gandhi: peaceful philosopher and leader, single handedly changed the
face of India; peaceful insubordination style of rebellion against Britain soon spread throughout
India; Confucius: practiced the idea of knowing your role in society or limiting the rights of the
individual to better the whole; the Analects went on to become the major influence on the Chinese
government; the civil service test was almost completely based on the teachings of Confucius)
• Includes few relevant facts, examples, and details (Gandhi: nonviolent protest; Salt March; cloth
boycott; Confucius: scribes; bureaucracy); includes a minor inaccuracy (Gandhi: civil obedience)
• Demonstrates a general plan of organization; has an introduction and a conclusion that are
somewhat beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 2. While the response is organized, the
discussion of leadership is superficial with several oversimplifications. It includes some detail but only
mentions and does not discuss the impact of each leader’s philosophy.
[33]
Anchor Paper – Thematic Essay—Level 2 – B
Anchor Level 2-B
The response:
• Minimally develops most aspects of the task by describing the beliefs of Gandhi in India and of
Confucius in China
• Is primarily descriptive (Gandhi: not a violent person; wanted India to be independent of British
imperialism; managed to get India to start making their own textiles; used spinning as a symbol of
the revolt; fasted when he was in jail; Confucius: bond between father and son, worker and boss,
and brother to brother; rules for Chinese that helped their society like having state workers take
tests to get their jobs)
• Includes few relevant facts, examples, and details (Gandhi: “India for the Indians”; independent
after World War II); includes some inaccuracies (Confucius: started the religion of Confucianism)
• Demonstrates a general plan of organization; has a simple introduction and a conclusion
Conclusion: Overall, the response fits the criteria for Level 2. The treatment of both men lacks depth
because of the limited specific details. The discussion of the impact of the leaders’ ideas on their
nations is weak.
[34]
[35]
Anchor Paper – Thematic Essay—Level 2 – C
[36]
Anchor Paper – Thematic Essay—Level 2 – C
Anchor Level 2-C
The response:
• Minimally develops some aspects of the task by identifying the beliefs of Mohandas Gandhi and
Hitler, stating some actions taken by these leaders, and mentioning an impact of these actions
• Is primarily descriptive (Gandhi: was a famous leader who wanted more freedom for his people
from the British; Hitler: despised minority groups such as the Jews;) includes weak analysis
(Hitler: changed the nation because there were very few Jews left after the Holocaust)
• Includes few relevant facts, examples, and details (Gandhi: hunger strikes; Hitler: Nazi leaders;
executed over 6 million Jews; concentration camps; Holocaust)
• Demonstrates a general plan of organization; lacks focus; includes an introduction and a conclusion
that are somewhat beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 2. The discussion of the leaders is very
general and does not specifically mention a nation or region that was changed. The response does
discuss the impact of Hitler’s ideas on a specific group of people, the Jews, but that is not the focus of
the essay question.
Anchor Paper – Thematic Essay—Level 1 – A
[37]
[38]
Anchor Level 1-A
The response:
• Minimally develops some aspects of the task by discussing the beliefs of Gandhi in India and Hitler
in Germany
• Is descriptive (Gandhi: bettered his country by fighting for freedom and fighting to demolish unjust
laws so his followers could live free and be happy; Hitler: got people to believe that Jewish people
were so horrible that they should all be locked up and killed); includes some weak application and
lacks analysis
• Includes few relevant facts, examples, and details (Gandhi: nonviolent protest; Salt March; Hitler:
Nazis)
• Demonstrates a general plan of organization but lacks focus; includes an introduction and a
conclusion that are somewhat beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 1. The response consists of a very general
discussion with limited development of the ideas and beliefs of both leaders.
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 in an effort to discuss the ideas of Confucius in China
and Otto von Bismarck in Germany
• Is descriptive (Confucius: looked up to as a leader and philosopher; Bismarck: used a well-thought-
out method called blood and iron); lacks understanding, application, and analysis
• Includes few relevant facts, examples, and details (Confucius: always traveled spreading his
belief); includes inaccuracies (Confucius: wanted each member of the family to be an individual;
individual was the main focus; Bismarck: policy either killed people or used them to work in
factories, hence blood and iron)
• Demonstrates a general plan of organization; contains digressions; includes an introduction and a
conclusion that restate the theme
Conclusion: Overall, the response fits the criteria for Level 1. An attempt is made to address most
aspects of the task; however, the development is minimal and contains few relevant details. In addition,
inaccurate overgeneralizations and meaningless statements confuse the effort.
[41]
Thematic Essay—Practice Paper – A
Thematic Essay—Practice Paper – A
[42]
Thematic Essay—Practice Paper – B
[43]
Thematic Essay—Practice Paper – C
[44]
Thematic Essay—Practice Paper – D
[45]
Thematic Essay—Practice Paper – D
[46]
Thematic Essay—Practice Paper – D
Thematic Essay—Practice Paper – E
[47]
[48]
Thematic Essay—Practice Paper – E
[49]
Practice Paper A—Score Level 3
Practice Paper B—Score Level 0
Practice Paper C—Score Level 1
The response:
• Develops all aspects of the task with little depth by discussing the beliefs and impact of Otto von
Bismarck in Germany and of Nelson Mandela in South Africa
• Is more descriptive than analytical (Bismarck: militaristic mindset led to aggression in the early
twentieth century; believed the only way to achieve a united Germany was through a policy of war;
Mandela: believed that everyone should be treated equally; started many protests to try and achieve
equality; Tutu’s encouragement of economic sanctions against South Africa; helped encourage
black and white unity)
• Includes some relevant facts, examples, and details (Bismarck: chancellor; Kaiser Wilhelm; “blood
and iron”; France; Austria; Denmark; unification; Mandela: white minority; black majority;
apartheid; protested; Sharpeville Massacre; prison; Desmond Tutu; became South Africa’s first
black president)
• 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. The response consists of a good general
discussion incorporating some details, but the superficial treatment fails to develop the long-term
implications of Germany’s militarism.
The response:
Fails to develop the task; includes no relevant facts, examples, or details
Conclusion: Overall, the response fits the criteria for level 0. It merely refers to the task in a very
general way and offers no accurate supporting detail.
The response:
• Minimally develops some aspects of the task by discussing Confucius in China and Adolf Hitler in
Germany
• Is descriptive (Hitler: Holocaust was to create more living space for the others; Confucius:
philosopher that spread his ideas to a variety of people); has limited application and lacks analysis
• Includes few relevant facts, examples, and details (Hitler: Jews; Confucius: teachings impacted
many; ways changed their lives)
• Demonstrate a general plan of organization; contains digressions; does not clearly identify which
aspect of the task is being addressed; contains a general introduction and conclusion
Conclusion: Overall, the response fits the criteria for Level 1. The response uses minimal information
to address each leader and shows a very limited understanding of the task, furnishing few specific
details. Broad statements are meaningless because they are not linked with facts that explain them.
Practice Paper D—Score Level 5
Practice Paper E—Score Level 2
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing the major ideas of
Mohandas Gandhi and Nelson Mandela and discussing how those ideas affected protest
movements in British-ruled India and in South Africa under apartheid
• Is more analytical than descriptive (Gandhi: the British took advantage of the Indian people by
forcing them to labor on behalf of the British landlords; civil disobedience called for Indians to
protest harsh injustices, but do it in a nonviolent manner; made a lasting impact on the law of India
today; although Gandhi was unsuccessful in uniting Hindus and Muslims, his voice and ideas on
the subject have made a lasting impression on the nation of India and the world; Mandela:
becoming a voice that black South Africans could follow in order to achieve the human rights they
were born with; blacks and whites should be united and equal under the laws of South Africa;
Mandela became the voice for black South Africans, thus allowing them to voice their opinion so
that the whole world was aware of the way in which they were forced to live)
• Richly supports the theme with relevant facts, examples, and details (Gandhi: civil disobedience;
peaceful protest; feuding Hindus and Muslims; taxes and tariffs; forced labor; cash crops;
segregated; Mandela: protesting harsh injustices; apartheid; political, social, and economic system;
most whites lived under prosperous conditions; blacks lived in poverty and restriction; in prison for
over 20 years; protested segregation; new constitution)
• Demonstrates a logical and clear plan of organization; includes an introduction that is beyond a
restatement of the theme and a conclusion that restates the theme
Conclusion: Overall, the response fits the criteria for Level 5. The response draws strong parallels
when discussing the impact of unfair treatment on the people of India and South Africa. It compares
Gandhi and Mandela in terms of their philosophies, actions, and outcomes, thus demonstrating the
influence a leader’s beliefs can have on the course of history.
The response:
• Minimally develops all aspects of the task with little depth by identifying but not discussing the
ideas or impact of Mao Zedong in China and Nelson Mandela in South Africa
• Is primarily descriptive (Mao: tried to convert China into a communist country; Mandela: South
African reformer who tried to achieve political freedom for the black population of Africa)
includes faulty and isolated analysis (Mao: every person was supposed to read the Red Book so
they would become a better communist but it too failed; Mandela: with de Klerk helped create a
better political system to allow blacks and other minorities more political freedom)
• Includes some relevant facts, examples, and details (Mao: five-year plan; Lenin; Russia; Little Red
Book); includes some minor inaccuracies (Mao: leader from c. 1949–1962; Mandela: over 30
years in jail)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that are a
restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 2. While the response identifies the ideas
of the leaders, the supporting details and discussion of the impacts is limited, simplistic, and at times
vague.
[50]
[51]
Global History and Geography
Part A Specific Rubric
Document-Based Question—January 2006
We must look this matter in the face, and must recognise that in order that we may have more
employment to give we must create more demand. Give me the demand for more goods and
then I will undertake to give plenty of employment in making the goods; and the only thing, in
my opinion, that the Government can do in order to meet this great difficulty that we are
considering, is so to arrange its policy that every inducement [encouragement] shall be given to
the demand; that new markets shall be created, and that old markets shall be effectually
developed. You are aware that some of my opponents please themselves occasionally by finding
names for me—and among other names lately they have been calling me a Jingo [extreme
nationalist]. I am no more a Jingo than you are. But for the reasons and arguments I have put
before you tonight I am convinced that it is a necessity as well as a duty for us to uphold the
dominion [power] and empire which we now possess. For these reasons, among others, I would
never lose the hold which we now have over our great Indian dependency—by far the greatest
and most valuable of all the customers we have or ever shall have in this country. For the same
reasons I approve of the continued occupation of Egypt; and for the same reasons I have urged
upon this Government, and upon previous Governments, the necessity for using every legitimate
opportunity to extend our influence and control in that great African continent which is now
being opened up to civilisation and to commerce; and, lastly, it is for the same reasons that I hold
that our navy should be strengthened—until its supremacy is so assured that we cannot be
shaken in any of the possessions which we hold or may hold hereafter. . . .
Source: Joseph Chamberlain, Foreign and Colonial Speeches, George Routledge & Sons, 1897
Document 1
1 Based on this document, state one reason Joseph Chamberlain believed colonies were valuable to
Great Britain.
Score of 1:
• States a reason Joseph Chamberlain believed colonies were valuable to Great Britain
Examples: they would lead to more employment; they would increase demand for goods; they would
create new markets; old markets would be developed; supremacy would be maintained;
would give opportunity to extend influence and control over Africa
Score of 0:
• Incorrect response
Examples: they were old markets; the navy was weak; to make India independent
• Vague response that does not answer the question
Examples: the government could arrange its policy; he was a Jingo; African continent; India is most
valuable of all customers we have
• No response
[52]
. . . The value of the Industrial mission, on the other hand, depends, of course, largely on the
nature of the tribes among whom it is located. Its value can hardly be over-estimated among
such people as the Waganda, both on account of their natural aptitude and their eager desire to
learn. But even the less advanced and more primitive tribes may be equally benefited, if not
only mechanical and artisan work, such as the carpenter’s and blacksmith’s craft, but also the
simpler expedients [ways] of agriculture are taught. The sinking of wells, the system of
irrigation, the introduction and planting of useful trees, the use of manure, and of domestic
animals for agricultural purposes, the improvement of his implements [tools] by the
introduction of the primitive Indian plough, etc. — all of these, while improving the status of
the native, will render [make] his land more productive, and hence, by increasing his surplus
products, will enable him to purchase from the trader the cloth which shall add to his decency,
and the implements and household utensils which shall produce greater results for his labour
and greater comforts in his social life. . . .
Source: Frederick D. Lugard, The Rise of Our East African Empire, Frank Cass & Co., 1893
Document 2
2 Based on this document, state two ways British imperialism would benefit Africans.
Score of 2 or 1:
• Award 1 credit (up to a maximum of 2 credits) for each different way British imperialism would benefit
Africans
Examples: they would learn mechanical/artisan work; they would learn simpler ways of agriculture; they
would learn to sink wells; they would learn about irrigation; their land would become more
productive; they will be able to purchase cloth/implements/household utensils; they would
have greater comforts in their social life; they would increase their surplus products
Score of 0:
• Incorrect response
Examples: tribes would be more primitive; land would become less productive
• Vague response that does not answer the question
Examples: equal benefits; greater results; things would be better
• No response
[53]
. . . Let it be admitted at the outset [beginning] that European brains, capital, and energy have
not been, and never will be, expended [spent] in developing the resources of Africa from motives
of pure philanthropy [goodwill]; that Europe is in Africa for the mutual benefit of her own
industrial classes, and of the native races in their progress to a higher plane; that the benefit can
be made reciprocal [equivalent], and that it is the aim and desire of civilised administration to
fulfil this dual mandate.
By railways and roads, by reclamation [recovery] of swamps and irrigation of deserts, and by a
system of fair trade and competition, we have added to the prosperity and wealth of these lands,
and [have] checked famine and disease. We have put an end to the awful misery of the slave-
trade and inter-tribal war, to human sacrifice and the ordeals of the witch-doctor. Where these
things survive they are severely suppressed. We are endeavouring [trying] to teach the native
races to conduct their own affairs with justice and humanity, and to educate them alike in letters
and in industry. . . .
Source: Lord [Frederick D.] Lugard, The Dual Mandate in British Tropical Africa, Archon Books, 1922
Document 3
3 According to this document, what were two ways the British improved the lives of Africans?
Score of 2 or 1:
• Award 1 credit (up to a maximum of 2 credits) for each different way the British improved the lives of
Africans
Examples: building railways/roads; reclaiming swamps; irrigating deserts; checked famine/disease;
ended slave trade; ended intertribal war; teaching them to conduct their own affairs;
educating them
Score of 0:
• Incorrect response
Examples: Europe is in Africa for mutual benefit; it is a dual mandate; native races conducted their own
affairs
• Vague response that does not answer the question
Examples: philanthropy; reciprocal benefits; British brains/capital/energy have been expended; helped
natives in progress to a higher plane
• No response
[54]
Japan’s possessions
at the end of 1875
Japan’s territorial
acquisitions, 1894–1914
Spheres of Japanese
influence in 1918
The Growth of the Japanese Empire
1872–1918
Source: Geoffrey Barraclough, ed., Hammond Concise Atlas of World History,
Hammond, 1998 (adapted)
J
A
P
A
N
Kyushu
Shikoku
Honshu
Hokkaido
K
u
r
i
l
e
I
s
l
a
n
d
s
,
1
8
7
5
M A N C H U R I A
R U S S I A
Sakhalin
Karafuto
1905
South Manchuria
Korea
1910
Taiwan
1895
R
y
u
k
y
u
I
s
l
a
n
d
s
1
8
7
2
Shantung
Kwantung
(leased territory, 1905)
C H I N A
Fukien
Amoy
Tsingtao
Bonin
Islands
1873
PACIFIC
OCEAN
Sea of
Japan
Changchun
Document 4
4 Based on the information in this map, state one change that occurred in Asia as a result of the
expansion of the Japanese empire.
Score of 1:
• States a change that occurred in Asia as a result of the expansion of the Japanese empire
Examples: Japan had spheres of influence in Asia; Korea became a territory of Japan; Taiwan became a
territory of Japan; Japan had spheres of influence in Manchuria; Japan acquired parts of Asia
Score of 0:
• Incorrect response
Examples: Japan controlled Asia; Korea was independent
• Vague response that does not answer the question
Examples: Korea and Taiwan were the same; imperialism; Japan expanded
• No response
. . . The Chief business of the East India Company in its early period, the very object for which
it was started, was to carry Indian manufactured goods—textiles, etc., as well as spices and the
like—from the East to Europe, where there was a great demand for these articles. With the
developments in industrial techniques in England a new class of industrial capitalists rose there
demanding a change in this policy. The British market was to be closed to Indian products and
the Indian market opened to British manufactures. The British parliament, influenced by this
new class, began to take a greater interest in India and the working of the East India Company.
To begin with, Indian goods were excluded from Britain by legislation, and as the company held
a monopoly in the Indian export business, this exclusion influenced other foreign markets also.
This was followed by vigorous attempts to restrict and crush Indian manufactures by various
measures and internal duties which prevented the flow of Indian goods within the country itself.
British goods meanwhile had free entry. The Indian textile industry collapsed, affecting vast
numbers of weavers and artisans. The process was rapid in Bengal and Bihar; elsewhere it
spread gradually with the expansion of British rule and the building of railways. It continued
throughout the nineteenth century, breaking up other old industries also, shipbuilding,
metalwork, glass, paper, and many crafts. . . .
Source: Jawaharlal Nehru, The Discovery of India, John Day Company, 1946
[55]
Document 5
5 According to Jawaharlal Nehru, what were two ways Great Britain exploited the Indian economy?
Score of 2 or 1:
• Award 1 credit (up to a maximum of 2 credits) for each different way Great Britain exploited the Indian
economy
Examples: the British market was closed to Indian products; Indian markets were opened to British
goods; Indian goods were shut out of Britain by law; Indian manufactures were
restricted/crushed; old Indian industries were broken up; Britain restricted flow of Indian
goods within the country itself
Score of 0:
• Incorrect response
Examples: Indians organized the East India Company; Indian products could only be sold in British
markets; East India Company carried textiles and spices to Europe
• Vague response that does not answer the question
Examples: British markets; Indian products; growth of industry; industrial capitalists demanded change;
they made things harder
• No response
[56]
Amount of African Land Controlled by Europeans
Source: World History, Connections to Today, Core Support, Prentice Hall, 2001 (adapted)
Free Africa
Africa, 1850
Africa, 1914
European Possessions
(French, British,
Portuguese, Belgian,
German, Italian, Spanish)
Free Nations
(Ethiopia and Liberia)
European Possessions
(French, British,
Portuguese)
Document 6
6 Based on these graphs, state one change that occurred in Africa between 1850 and 1914.
Score of 1:
• States a change that occurred in Africa between 1850 and 1914
Examples: there are fewer free nations in Africa in 1914; Europeans control most of Africa in 1914;
France, Britain, and Portugal are not the only European nations to have possessions in Africa
in 1914; Ethiopia and Liberia are the only free nations left in Africa in 1914; the number of
independent nations in Africa declined; European possessions in Africa increased
Score of 0:
• Incorrect response
Examples: there were no free nations in Africa in 1914; Europeans control all of Africa in 1914
• Vague response that does not answer the question
Examples: free nations in 1914; control of African land; Ethiopia and Liberia; things changed; there
were more countries
• No response
[57]
. . . When the great scramble for Africa began in the last quarter of the nineteenth century,
colonies had become a necessary appendage [extension] for European capitalism, which had by
then reached the stage of industrial and financial monopoly that needed territorial expansion to
provide spheres for capital investment, sources of raw materials, markets, and strategic points of
imperial defence. Thus all the imperialists, without exception, evolved the means, their colonial
policies, to satisfy the ends, the exploitation of the subject territories for the aggrandizement
[enhancement] of the metropolitan [imperialistic] countries. They were all rapacious [greedy];
they all subserved the needs of the subject lands to their own demands; they all circumscribed
[limited] human rights and liberties; they all repressed and despoiled [violated], degraded and
oppressed. They took our lands, our lives, our resources, and our dignity. Without exception, they
left us nothing but our resentment, and later, our determination to be free and rise once more
to the level of men and women who walk with their heads held high. . . .
Source: Kwame Nkrumah, Africa Must Unite, International Publishers, 1970
Document 7
7 According to the document, what is one criticism made about the European imperialist?
Score of 1:
• Identifies a criticism made about the European imperialist
Examples: imperialists established colonial policies to satisfy themselves; they exploited subject
territories for the enhancement of their country; they were greedy; they put their own
demands before the needs of the subject lands; they limited human rights and liberties; they
took the lands/resources of the subjects; they took the lives/dignity of their subjects; they left
their subjects with resentment
Score of 0:
• Incorrect response
Examples: they needed territorial expansion; they ended the scramble for Africa; Africa had raw
materials; they needed spheres for capital investment
• Vague response that does not answer the question
Examples: necessary extension; Africa must unite; they evolved the means; they needed raw
materials/markets/points of defense
• No response
[58]
Japanese Treatment of Koreans during World War II
. . . In order to make Koreans just like the Japanese, the Korean people were forced to change
their family names into Japanese names. In religion [religious] life, Japan forced the Korean
people to worship the Japanese gods as a part of their duty.
This policy was aimed at erasing the Korean nation [cultural identity] from the earth forever and
to nurture [treat] them as colonial subjects and slaves obedient only to the Japanese.
Ultimately, the Japanese drew countless Korean youths and women to the battle fields, factories,
and mines to aid in their conquests and wars. . . .
— Radio Korea International, 2003
Source: http://rki.kbs.co.kr/src/history/hok_contents.asp
Document 8
8 Based on this document, state two effects of Japanese occupation on the Korean people.
Score of 2 or 1:
• Award 1 credit (up to a maximum of 2 credits) for each different effect of Japanese occupation on the
Korean people
Examples: loss of family names; they were forced to worship Japanese gods; they were treated as
colonial subjects; they were treated as slaves obedient only to the Japanese; Korean
youths/women were forced to help the Japanese on battlefields/in factories/in mines; they
were forced to change their religion; loss of Korean cultural identity
Score of 0:
• Incorrect response
Examples: Japanese had to change their names; Korea was erased from the earth; Japan was a colony of
Korea; Koreans forced Japanese to worship their gods
• Vague response that does not answer the question
Examples: Japanese gods were a duty; Koreans are just like the Japanese; Japan’s conquests and wars
• No response
Global History and Geography
Content-Specific Rubric
Document-Based Question—January 2006
Historical Context: In the late 1800s and early 1900s, imperialism affected many societies throughout the world.
Perspectives on imperialism differed depending on a person’s point of view.
Task: • Discuss imperialism from the point of view of the imperialist power
• Discuss imperialism from the point of view of the colonized people
Do not use an example of imperialism from United States history in your answer.
[59]
Scoring Notes:
1. An example of imperialism from United States history may not be used, e.g., acquisition of the
Philippines as a result of the Spanish American War.
2. Information used to discuss imperialism from the point of view of imperialist powers may be the same
information as that used to discuss imperialism from the point of view of the colonized people, e.g., both
the British and the Indians may view providing an education as a positive effect.
3. Imperialism from the point of view of the imperialist power could include a discussion of the causes of
imperialism and imperialism from the point of view of the colonial people could include a discussion of
the effects of imperialism.
4. The discussion of imperialism from the point of view of imperialist powers or from the point of view of
colonized people may target specific countries or areas or the discussion may have a more general focus.
5. The points of view expressed do not need to focus on the same nation or region, e.g., the student may
discuss the British view of its colonization of India and then discuss the effects of Japanese imperialism
on the people of Korea.
6. Information about examples of imperialism before the late 1800s and after the early 1900s may be
included as long as these examples enhance the discussion of imperialism in the late 1800s and early
1900s, e.g., Spanish imperialism in the Americas in the 1500s as a comparison to European imperialism
in Africa.
7. The point of view of the imperialist power or of the colonized people is subject to the evaluator’s point of
view. The response may discuss a point of view from a variety of perspectives as long as accurate
historical facts and examples support the position. The point of view could be explicit or implied.
Score of 5:
• Thoroughly develops all aspects of the task evenly and in depth by discussing imperialism from the point of
view of an imperialist power and from the point of view of a colonized people
• Is more analytical than descriptive (analyzes, evaluates, and/or creates information), e.g., Africa: connects
new agricultural practices to improved production and subsequent destruction of traditional native practices;
India: connects the relationship of British building of railroads in India to the improved standard of living
and notes the intensified class distinctions
• Incorporates relevant information from at least five documents (see Key Ideas Chart)
• Incorporates substantial relevant outside information related to imperialism from the point of view of the
imperialist power and from the point of view of the colonized people (see Outside Information Chart)
• Richly supports the theme with many relevant facts, examples, and details, e.g., India: traditional economic
system; cottage industry; role of the caste system; Mohandas Gandhi; traditional parliamentary system of
government; cash crops)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are
beyond a restatement of the theme
[60]
Score of 4:
• Develops all aspects of the task by discussing imperialism from the point of view of the imperialist power
and from the point of view of the colonized people but may do so somewhat unevenly such as discussing
one point of view of the task more thoroughly than the other point of view
• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information), e.g., India:
discusses how the British textile industry benefited from imperialism and Indian industries suffered;
discusses benefits of building railroads in colonies which provided natives with employment
• 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 all aspects of the task with little depth or thoroughly develops one aspect of the task evenly and in
depth and meets the other Level 5 score 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
Score of 2:
• Minimally develops all aspects of the task or develops one aspect of the task in some depth
• Is primarily descriptive; may include faulty, weak, or isolated application or analysis
• Incorporates limited relevant information from the documents or consists primarily of relevant information
copied from the documents
• Presents little or no relevant outside information
• Includes few relevant facts, examples, and details; may include some inaccuracies
• Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly
identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion
Score of 1:
• Minimally develops some aspects of the task
• Is descriptive; may lack understanding, application, or analysis
• Makes vague, unclear references to the documents or consists primarily of relevant and irrelevant
information copied from the documents
• Presents no relevant outside information
• Includes few relevant facts, examples, or details; may include inaccuracies
• May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly
identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion
Score of 0:
Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts,
examples, or details; OR includes only the historical context and/or task as copied from the test booklet; OR
includes only entire documents copied from the test booklet; OR is illegible; OR is a blank paper
Key Ideas from the Documents
Imperialism from Point of View of
Imperialist Powers
Imperialism from Point of View of
Colonized People
Increased demand for goods, which would create
more employment in the imperialist country (Doc 1,
Doc 5)
Loss of Asian territory in Korea, Taiwan, Karafuto
to Japan (Doc 4)
Development of more markets (India, Egypt, Africa)
(Doc 1)
Development of spheres of influence by Japan in
Manchuria, Shantung, Fukien (Doc 4)
Need to maintain the empire; strengthening of
British navy to guarantee supremacy (Doc 1)
Closing of British market to Indian products;
exploitation of Indian markets (Doc 5)
Need for Britain’s continued occupation of Egypt
and expansion of influence into Africa (Doc 1)
Destruction of traditional Indian industries (textiles,
glass, shipbuilding, metalwork, and paper) (Doc 5)
British benefits for Africans—new skills; new ways
of agriculture (wells, irrigation, planting of useful
trees, use of manure, use of domestic animals);
improvement of tools (plow); more productive land;
increased surplus products to sell; increased
purchasing power (Doc 2)
Passage of British legislation excluding Indian
goods; influence of exclusion on other foreign
markets for Indian exports (Doc 5)
British presence in Africa not purely philanthropy;
benefits for Britain’s industrial classes and aid to
native races in their progress to a higher life (Doc 3)
Prevention of flow of Indian goods within India;
restriction of growth of Indian industries (Doc 5)
Improved life for Africans—built railroads, built
roads, reclaimed swamps, irrigated deserts,
established a system of fair trade and competition,
checked famine and disease, ended slave trade and
inter-tribal war, provided education (Doc 3)
Effect of collapse of Indian textile industry on
weavers and artisans (Doc 5)
Expansion of territory and spheres of influence in
Asia for Japan (Doc 4)
Loss of African independence to Europeans;
increased number of European nations with control
and possessions (Doc 6)
Opening of Indian markets to British manufactures;
ability to control Indian exports (Doc 5)
Only Ethiopia and Liberia not controlled by
European nations in 1914 (Doc 6)
European control of most of Africa by 1914;
increased number of European nations with control
and possessions (Doc 6)
Resentment and determination to be free as a result
of taking of lands, lives, resources, and dignity
(Doc 7)
Colonies necessary for European capitalism—
spheres for capital investment, sources of raw
materials and markets, and strategic points of
imperial defense (Doc 7)
Exploitation of subject territories for enhancement
of imperialist countries; devaluing the needs of
subject lands to imperialist’s own demands,
limiting of human rights and liberties (Doc 7)
“Scramble for Africa”—keeping industrial and
financial monopoly; need for territorial expansion
(Doc 7)
Loss of Korean culture—forced to accept Japanese
family names and to worship Japanese gods
(Doc 8)
Control of Koreans by Japanese; treatment as
colonial subjects and slaves; desire to erase cultural
identity of Koreans (Doc 8)
Use of Korean youths and women in Japanese
conquest and wars (Doc 8)
[61]
Relevant Outside Information
(This list is not all-inclusive.)
Imperialism from Point of View of
Imperialist Powers
Imperialism from Point of View of
Colonized People
Mercantilism as background for “New Imperialism”
Enrichment of Europe at colonies expense
“White Man’s Burden,” Rudyard Kipling
Fostering of racism, prejudice, and discrimination
Need for natural resources because of the Industrial
Revolution—Britain’s “Workshop of the World”;
Meiji Restoration in Japan
Ignoring native groups in setting new political
boundaries
British need for new political forms—colonial
courts, groundwork for parliamentary systems,
government administrative agencies
Damage to colonies with policies of “divide and
conquer”
Enrichment of life (art, music) with introduction to
other cultures
Wars as a result of competition for colonies (Indian
wars, Boer War, Sino-Japanese War, Russo-
Japanese War, World War I)
Expansion of British empire—“The Sun never sets
on the British Empire.”
Destruction of native agricultural practices
(traditional agriculture); introduction of one-crop
(cash crop) economies (tea in India)
Spread of Christianity to Africa
Long-term destabilization in former colonies
(Congo, South Africa)
Competition for colonies and Berlin Conference;
division of Africa between European powers (1885)
Destruction of unity of African clans by adoption of
European religion
Need for Suez Canal as a connection to India
Intensified class distinctions in some colonies (India)
Favorable balance of trade for colonizing countries
Increased nationalism
Influence of Japan’s lack of natural resources in its
need for colonies
Development of independence movements
Colonies—symbol of “great power” status
East Asia Co-Prosperity sphere and “Asia for
Asians”
Social Darwinism; ethnocentrism
Extraterritoriality
[62]
Imperialism from Point of View of
Colonized People
Enrichment of Europe at colonies expense
Fostering of racism, prejudice, and discrimination
Ignoring native groups in setting new political
boundaries
Damage to colonies with policies of “divide and
conquer”
Wars as a result of competition for colonies (Indian
wars, Boer War, Sino-Japanese War, Russo-
Japanese War, World War I)
Destruction of native agricultural practices
(traditional agriculture); introduction of one-crop
(cash crop) economies (tea in India)
Long-term destabilization in former colonies
(Congo, South Africa)
Destruction of unity of African clans by adoption of
European religion
Intensified class distinctions in some colonies (India)
Increased nationalism
Development of independence movements
Anchor Paper – Document–Based Essay—Level 5 – A
[63]
Anchor Paper – Document–Based Essay—Level 5 – A
[64]
Anchor Paper – Document–Based Essay—Level 5 – A
[65]
[66]
Anchor Level 5-A
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing imperialism from the
point of view of the imperialist power and from the point of view of the colonized people
• Is more analytical than descriptive (strong powerful nations took over other nations for their raw
materials and strategic position; once Britain found out there were diamonds in South Africa, they
went to war with descendents of Dutch farmers because the Boers controlled the area; King
Leopold’s representatives treated Africans so poorly that even Europeans condemned him; British
claimed their improvements benefited Africans; British destroyed social structures and economic
systems; India was a big reason Britain became a powerful nation and economy flourished; British
restricted and crushed independent Indian economy, turning India into a forced market for British
goods; Britain claimed their control of Indian trade was for the good of India; Indians never
accepted British presence; Britain never took into account how India would react; Britain lost India
as a colony; no one really believed Japan was starting to become a strong imperialistic power;
Japan had lasting influence on much of East Asia; Japan’s control of Korea demonstrates how far a
country will go to dominate and erase another culture; tensions grew during imperialistic times and
were a fundamental cause of World War I)
• Incorporates relevant information from documents 1, 2, 3, 4, 5, 6, and 8
• Incorporates substantial relevant outside information (mentality of powerful nations was like
Darwin’s theory of natural selection and survival of fittest; scramble for Africa was a time where
Britain and other nations started to explore interior of Africa; fueled by need for raw materials and
new markets, European nations competed with each other for same land; European powers looted
Africa of its riches; early British colonies on coast were important for trade and fueling stations;
Sepoy Rebellion reflected widespread discontent under British East India Company; Amritsar
Massacre under British crown deepened this discontent; Mohandas Gandhi, powerful Indian leader,
led India to independence with his nonviolent actions; Japan was starting to westernize and
becoming active in the fight for power; Russo-Japanese War, first war in which an Asian nation
defeated a European nation)
• Richly supports the theme with many relevant facts, examples, and details (very little European
influence in Africa before 1850; Berlin Conference in 1885; by 1914, few African nations
remained independent; Britain could teach African tribes carpentry, blacksmithing, and new
technology; British set up railways and roads to increase transportation to move goods in Africa;
British ended slave trade and tribal wars in Africa; British government took over East India
Company; Britain, major trading nation with India; Japan controlled lands in Asia; Japan made
Koreans change their names to Japanese names and worship Japanese gods)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that compare the mentality of the colonized nations to Darwin’s theory
Conclusion: Overall, the response fits the criteria for Level 5. Through a narrative on the unfolding of
imperialism in Africa, India, and other parts of Asia and through the integration of outside information
with document information, the response demonstrates insightful understanding of imperialism from
both points of view.
Anchor Paper – Document–Based Essay—Level 5 – B
[67]
Anchor Paper – Document–Based Essay—Level 5 – B
[68]
[69]
Anchor Paper – Document–Based Essay—Level 5 – B
Anchor Level 5-B
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing imperialism from the
point of view of the imperialist power and from the point of view of the colonized people
• Is more analytical than descriptive (leaders argued that imperialist policies advanced economies
and raised standards of living in the occupied nations; Chamberlain is sugarcoating the policies of
mandated trade exports from Britain and forced economic relations, British argued that their
influence would increase education, agriculture, transportation, and intertribal peace within its
colonies; Europeans claimed they were improving the civilization of colonial natives; because of
the rising working class in Britain, Indian manufactured goods were blocked from Britain so that
Britain’s economy would remain strong; India stripped of its ability to produce goods for
themselves and then left it with forced British imports and a limited export sphere; Nkrumah felt
the Europeans were a bunch of land- and money-squandering thieves who enslaved them,
mistreated them, and destroyed their culture; newly independent nations rejected policies set by
imperialist powers; Simón Bolívar and Gandhi were anti-imperialistic politicians who helped rid
their countries of foreign rule)
• Incorporates relevant information from documents 1, 2, 3, 5, 6, and 7
• Incorporates substantial relevant outside information (as the Industrial Revolution developed,
European nations launched a series of imperialist campaigns outside the continent; significant
purpose of imperialism was to increase the foreign demand for British goods that the Industrial
Revolution was producing; in many cases, Europeans did not spend any extra money on education
in their colonies; Gandhi urged the people to make their own clothes and boycott British goods as a
form of protest; Berlin Conference; it should have been no surprise to anyone that the newly
independent nations in the 1950s followed policies of nonalignment; revolutions in South
American nations)
• Richly supports the theme with many relevant facts, examples, and details (imperialist countries
interested in acquiring raw materials and a market for manufactured goods; British heavily
imported raw goods from India and sold back manufactured goods produced by British industries;
many colonies fought to regain their independence; in 1850, land in Africa primarily independent
of foreign rule; by 1914, a slim percent of African land self-governed)
• Demonstrates a logical and clear plan of organization; includes an introduction that summarizes
both points of view and a conclusion that mentions the results of the natives’ resentment of
imperialism
Conclusion: Overall, the response fits the criteria for Level 5. Although somewhat awkward at times,
the effective integration and strong analysis of document information and outside information
strengthens the response. The continual comparison of opposing points of view demonstrates a good
understanding of imperialism and the different views of both the imperialist powers and the colonized
peoples.
[70]
Anchor Paper – Document–Based Essay—Level 4 – A
[71]
Anchor Paper – Document–Based Essay—Level 4 – A
[72]
Anchor Paper – Document–Based Essay—Level 4 – A
[73]
Anchor Level 4-A
The response:
• Develops all aspects of the task by discussing imperialism from the point of view of the imperialist
power and from the point of view of the colonized people
• Is more analytical than descriptive (need for raw materials became even greater so countries began
looking elsewhere for resources; with their new strength, industrial countries began to see
themselves as superior; countries of western Europe employed their superior military technology to
conquer new lands in Africa and Asia; Europeans brought technologies that helped the natives;
with the Europeans came cures for diseases and many other advantages; imperialists were helping
their industries while helping to improve the native’s land and culture; natives saw imperialism as a
threat to their culture and traditions; acts of Japanese demonstrate that imperialists tend to be
ethnocentric; most native colonies would eventually gain their independence; new technology and
ideas helped the colonies form the countries they are today)
• Incorporates relevant information from documents 1, 2, 3, 5, 6, 7, and 8
• Incorporates relevant outside information (nations became powerful as a result of the Industrial
Revolution, which created many factories and industries; Social Darwinism became the new way
of thinking, therefore the superior country had the right to conquer a weaker country; imperialists
thought they could benefit natives by saving their souls and converting them to Christianity; local
soldiers in India were forced to use bullets coated with parts from cows which they believed were
sacred; led to the Sepoy Rebellion; British increased religious and ethnic tensions by encouraging
Muslims and Hindus to fight among themselves; British claimed they were needed in India to
maintain control; imperialists exploited the economy of the natives; farming colonies forced to
grow only cash crops which led to famines; as a result of exploitation of native economies, many
native economies went into debt)
• Supports the theme with relevant facts, examples, and details (new markets created for European
goods; imperialists built roads, railroads, and canals to aid in transportation; Koreans had to learn
the Japanese language; by the time imperialism slowed down in Africa, there were only two free
nations left)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that are beyond a restatement of the theme and use the Industrial Revolution and Social Darwinism
as an organizational tool
Conclusion: Overall, the response fits the criteria for Level 4. Document information frames the
discussion and outside information is introduced to support both viewpoints. The use of the Industrial
Revolution to introduce the discussion and serve as a unifying theme is effective. However, the
response lacks the depth of analysis usually found in a Level 5 paper. The essay also repeats
information.
[74]
Anchor Paper – Document–Based Essay—Level 4 – B
[75]
[76]
Anchor Paper – Document–Based Essay—Level 4 – B
Anchor Paper – Document–Based Essay—Level 4 – B
[77]
[78]
Anchor Level 4-B
The response:
• Develops all aspects of the task by discussing imperialism from the point of view of the imperialist
power and from the point of view of the colonized people
• Is more analytical than descriptive (boom of industry created demand for raw resources and market
to sell manufactured goods; industrial powers took advantage of technologically weaker nations for
economic and nationalistic gain; imperialist power viewed actions as beneficial to itself and
profitable to occupied nation; occupied nations more often than not felt native culture, values, and
human rights not respected by imperialists; imperialist powers believed they were not only helping
themselves but helping troubled weaker nations they occupied; basic rights of native peoples tend
to be disregarded by occupying force; basic rights of believing what you wish and ability to own
and control property are what seem to be lost in imperialism; colonized peoples generally despised
imperial nations because they overlooked their unique culture and rights; some imperialist nations
felt it was pretty charitable of them to aid colonized nations with their modern knowledge; culture
and rights of occupied nations recognized at discretion of imperialist power and mostly
overlooked; occupied nations did not want to be told or taught how to live as a foreigner as the
imperialist power believed they should)
• Incorporates relevant information from documents 1, 2, 3, 4, 5, and 8
• Incorporates relevant outside information (well-known British phrase “the Sun never sets on the
British Empire” meant Britain had colonies and held power in every corner of globe; Britain took
over Egypt for control of Suez Canal; as its industry developed, Japan took over Manchuria for raw
materials; Berlin Conference meeting between European imperialist powers to divide Africa in any
way that felt comfortable to them; previously set borders created by native Africans were
disregarded; Africans had no representation at said conference; in Achebe’s Things Fall Apart,
protagonists suffer through degradation of values and unifying traits that their clan once held;
Mohandas Gandhi realized how ridiculous an outrage imperialism was; used his beliefs of passive
resistance and civil disobedience to humiliate Britain into leaving India)
• Supports the theme with relevant facts, examples, and details (Age of Imperialism; British built
railroads, improved irrigation and medicine in Africa; new markets would create demand for goods
which would be accompanied by increased employment; trade of Indian goods throughout India
influenced by British; Indians forced to purchase British goods; by 1910, Korea was a Japanese
colony; Koreans forced to change names to Japanese ones, work in Japanese industries, fight in
Japanese wars, and worship Japanese gods)
• Demonstrates a logical and clear plan of organization; includes an introduction that explains the
reasons for imperialism and mentions the point of view of both the imperial power and the
colonized power and a conclusion that explains why imperialism hurt the colonized peoples
Conclusion: Overall, the response fits the criteria for Level 4. Ample historical information and valid
points of analysis are not always well connected; however, the quantity of the analytical statements
strengthens the response.
Anchor Paper – Document–Based Essay—Level 4 – C
[79]
Anchor Paper – Document–Based Essay—Level 4 – C
[80]
[81]
Anchor Paper – Document–Based Essay—Level 4 – C
Anchor Level 4-C
The response:
• Develops all aspects of the task but discusses the point of view of the colonized peoples more
thoroughly than the point of view of the imperialist power
• Is both descriptive and analytical (imperialism meant to do good to the people placed under their
rule and the imperialists saw what they were doing as right and for the better; colonial peoples did
not see imperialism in the same way and hated what was forced upon them; British help prevent
famine by improving agricultural techniques of Africans with better technology; African lifestyle
improved with different products; improved farming techniques but forced Africans to grow
products to benefit Europe, which meant not growing enough food for themselves; imperialism not
just used by Europeans but by other nations like Japan and not just in Africa; Britain ruined the
economy that India had developed; when Great Britain left India she left a ticking time bomb)
• Incorporates relevant information from documents 1, 2, 3, 5, and 8
• Incorporates relevant outside information (rival tribes in Africa forced together under imperialism
so that when they were freed tribal rivalries led to political instability; Britain took control of the
East India Company when she realized India could become a market for British textiles; British
forced many Indians to work for them as servants; Britain deliberately turned Hindus and Muslims
against each other, using “divide and conquer” tactics; tensions between different religions exists
even today despite the formation of Pakistan for the Muslims; Japan thought their country and
culture was the best and other countries should support their rise to greatness; many Chinese killed
in places like Nanjing because their ideas were different)
• Supports the theme with relevant facts, examples, and details (British ended tribal war and the
slave trade and helped counter famine and diseases in Africa; British expanded their rule to India
where they ruined the economy; Indians were selling new products and finished goods to Britain
from their own businesses; Japan made Koreans change their names and forced their religion on
them)
• Demonstrates a logical and clear plan of organization; includes an introduction that states both
points of view and a conclusion that explains the negative results of imperialism for the colonial
peoples
Conclusion: Overall, the response fits the criteria for Level 4. Japanese imperialism is discussed;
however, much of the response focuses on examples of British imperialism. Viewpoints are both
implied and explicit; however, the explanation of these viewpoints is limited. Several viewpoints are
ambiguous.
Anchor Paper – Document–Based Essay—Level 3 – A
[82]
[83]
Anchor Paper – Document–Based Essay—Level 3 – A
Anchor Paper – Document–Based Essay—Level 3 – A
[84]
[85]
Anchor Level 3-A
The response:
• Develops all aspects of the task with little depth by discussing imperialism from the point of view
of the imperialist power and from the point of view of the colonized people
• Is both descriptive and analytical (imperialism began as a race between the European nations who
could colonize nations the fastest; for years India fell under and remained under British control;
imperialist power gains, but the colonized people lose; colonized people become unemployed,
homeless, and angry; Africans had it much harder than the Indians; British intentions were to help
educate and modernize the African nations; Lugard said Britain helped Africans progress to a
higher plane; Britain thought they were doing good by putting an end to tribal wars and the ordeals
of the witch doctor, but failed to realize they were destroying African culture; the British told the
Africans what they believed was wrong; Africa fell apart because of imperialism)
• Incorporates some relevant information from documents 1, 2, 3, 5, and 6
• Incorporates some relevant outside information (Gandhi boycotted British textiles by making his
own clothes; civil disobedience used as Gandhi’s way of protest; Gandhi’s followers helped spread
the defiance; India used peaceful resistance to take a stand; Rudyard Kipling’s poem, White Man’s
Burden, explains how the white men felt they had to change the African ways of life; mother
countries sent missionaries to spread the world of God and Catholicism, to build churches, and
convert weaker members of the tribe; Berlin Conference divided Africa between European powers;
what happened at the Berlin Conference was decided by white men)
• Includes some relevant facts, examples, and details (Indian manufactures put out of business;
Britain sent people to Africa to teach them agriculture, mechanical, and artisan work; imperialism
caused changes in Africa); includes some minor inaccuracies (incorrect definition of imperialism;
Berlin Conference held in 1914; Europeans allowed to imperialize any part of Africa)
• Demonstrates a satisfactory plan of organization; includes an introduction that mentions the role of
imperialism in the race for colonies and a conclusion that states an opinion about the long-term
effects of imperialism and its disregard for the lives of the colonists
Conclusion: Overall, the response fits the criteria for Level 3. Imperialism and mercantilism are
confused in the introduction and overgeneralized references are made about the Berlin Conference.
However, the integration of document information and outside information to discuss the point of view
of Africans and Indians toward imperialism demonstrates a satisfactory understanding of the negative
influences of imperialism.
Anchor Paper – Document–Based Essay—Level 3 – A
Anchor Paper – Document–Based Essay—Level 3 – B
[86]
Anchor Paper – Document–Based Essay—Level 3 – B
[87]
Anchor Paper – Document–Based Essay—Level 3 – B
Anchor Level 3-B
The response:
• Develops all aspects of the task with little depth by discussing imperialism from the point of view
of the imperialist power and from the point of view of the colonized people
• Is more descriptive than analytical (many times the native people are oppressed by the mother
country who only sees its own profit; imperialism can be used to spread the mother country’s
culture; the colonial power does not care about the conquered peoples or intends to harm them;
colonies serve not only as a source of raw materials but also as a market for goods; often
imperialists bring their religion with them and it appeals to some natives which allows for easy
takeover of the region)
• Incorporates some relevant information from documents 1, 3, 5, and 8
• Incorporates some relevant outside information (imperialism is the practice of a country that
involves taking over other lands as colonies; Great Britain had colonies on every continent except
Antarctica; Japan fought a war with China over Manchuria in the 1930s; Italy conquered Ethiopia
when Mussolini came to power; today, few existing colonies and no more global empires; many
empires have broken up as a result of independence movements; in Latin America, Spanish
colonies threw off Spanish rule in the 1800s; India and Pakistan became independent after World
War II, thanks to Mohandas Gandhi; Germany had to give up her colonies after losing World War
I; Japan’s Pacific empire faced a similar fate after World War II)
• Includes some relevant facts, examples, and details (Great Britain had the largest empire during the
Age of Imperialism; Japan built its own empire in the Pacific during the early 1900s; Britain put an
end to human intertribal war, human sacrifice, and ordeals of the witch doctor; Japan imposed its
culture on its colonies; Japanese forced Koreans to change their names; Indian goods could no
longer be sold to the British)
• Demonstrates a satisfactory plan of organization; includes an introduction that explains
imperialism and mentions examples, and a conclusion that discusses the end of imperialism and
independence movements
Conclusion: Overall, the response fits the criteria for Level 3. Despite some overgeneralizations,
outside information is reasonably well integrated with document information. Many pertinent points
are made, but the tendency to exaggerate the situations and the misinterpretation of document 5
weaken the response.
[88]
Anchor Paper – Document–Based Essay—Level 3 – C
[89]
Anchor Paper – Document–Based Essay—Level 3 – C
[90]
[91]
Anchor Paper – Document–Based Essay—Level 3 – C
Anchor Level 3-C
The response:
• Develops all aspects of the task with little depth by discussing imperialism from the point of view
of the imperialist power and from the point of view of the colonized people
• Is both descriptive and analytical (Chamberlain had very nationalistic views and only cared about
the growing power of England; some were all for imperialism to benefit Britain while others
claimed they were colonizing regions for the reason of helping the colonized people; Lugard fails
to mention anything about the effects of imperialism on the British economy or the limits put on
Africans under British control; British invasion of Africa put an end to intertribal war and human
sacrifice, but the African people were content with the lives they were living; imperialist Britain
claimed to be helping out the regions they imperialized but they only did it for the benefit of
themselves; British held a monopoly over India’s economy and destroyed it in order to benefit
Britain; in both Africa and Korea, not only were economies destroyed, but the British and Japanese
imperialists tried to destroy the cultures of the Africans and Koreans)
• Incorporates some relevant information from documents 1, 2, 3, 5, and 8
• Incorporates some relevant outside information (imperialism goes back as far as the Roman
Empire, conquering neighboring lands in order to strengthen the empire; Industrial Revolution led
to a large need of natural resources and this led to the second Age of Imperialism; Britain’s empire
included land in the Americas, Africa, Asia, and Australia; British rule spread gradually throughout
the Indian subcontinent)
• Includes some relevant facts, examples, and details (the British taught the Africans farming
techniques and mechanical skills that would help their lives; in colonial India, the British East India
Company set limits on Indian trade; British would not allow Indian goods in Britain and forced the
Indians to buy British goods; Japanese forced the Korean people to change their family names from
Korean to Japanese names and forced the Koreans to worship Japanese gods); includes minor
inaccuracies (Lugard states that Britain imperialized Africa almost purely for the benefit of the
Africans; Britain would not allow Indian goods anywhere else)
• Demonstrates a satisfactory plan of organization; includes an introduction that discusses the
background of imperialism and a conclusion that restates the theme
Conclusion: Overall, the response fits the criteria for Level 3. Analytical statements and analysis of
document information are supported with some specific historical details. The frequent use of
overgeneralizations and some odd word choices weaken the discussion.
[92]
Anchor Paper – Document–Based Essay—Level 2 – A
[93]
Anchor Paper – Document–Based Essay—Level 2 – A
[94]
[95]
Anchor Level 2-A
The response:
• Minimally develops all aspects of the task by discussing imperialism from the point of view of the
imperialist power and from the point of view of the colonized people
• Is primarily descriptive; includes weak application and analysis (imperialist powers must first
decide which country it wants to colonize; Britain was an extremely powerful imperialist power;
Britain felt their imperialism benefited both Africa and India; Great Britain felt and understood the
importance of colonizing countries; countries that were colonized by imperialist powers grew a
desire to gain their country back; India felt exploited by Great Britain)
• Incorporates limited relevant information from documents 1, 2, 3, 4, 5, 6, and 7
• Presents little relevant outside information (usually a smaller weaker country is chosen by an
imperialist power; countries that were colonized by imperialist powers grew a sense of
nationalism)
• Includes some relevant facts, examples, and details (Britain colonized Africa and India; Britain
introduced new aspects to Africans such as agricultural advances and education; Britain brought
railways and roads, reclaimed swamps, irrigated deserts, and added to the wealth and prosperity of
the lands they colonized; Great Britain diminished many Indian industries; the British market was
closed to Indian products and the Indian market was open to British products); contains an
inaccuracy (in 1875, Japan began creating spheres of influence in the western part of Asia)
• 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. Information is sometimes quoted from
the documents. The response summarizes the information from document 4, without addressing the
points of view. In addition, the unquestioning acceptance of the purported benefits of imperialism
weakens the response.
Anchor Paper – Document–Based Essay—Level 2 – A
[96]
Anchor Paper – Document–Based Essay—Level 2 – B
[97]
Anchor Paper – Document–Based Essay—Level 2 – B
Anchor Level 2-B
The response:
• Minimally develops all aspects of the task by discussing imperialism from the point of view of the
imperialist power and from the point of view of the colonized people
• Is primarily descriptive; includes weak application and analysis (people who were part of the
imperialist country believed that they were doing no wrong trying to change populations of people;
imperialists believed they would improve the colony people’s lives; in Africa, the British thought
they should be thanked because they had stopped the slave trade and got the people an education;
people who were part of the colonies had different opinions on what happened; colonists believed
they were getting cheated out of goods, money, politics, and society gains because colonial powers
would take things from them and control their economy; the biggest problem to the colonies is that
they were not understood and were being controlled by people who did not even understand or
make an effort to accept their culture)
• Incorporates some relevant information from documents 2, 3, 5, and 8
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (Britain stopped the slave trade in Africa)
• Demonstrates a general plan of organization; contains digressions; includes a brief introduction that
restates the theme and a brief conclusion, stating that imperialist powers believed they were doing
good but never really helped any country out
Conclusion: Overall, the response fits the criteria for Level 2. Most of the response depends on a
synopsis of the documents with occasional brief statements of relevant facts. The generalizations are
not supported with specific historical facts and details.
[98]
Anchor Paper – Document–Based Essay—Level 2 – C
[99]
Anchor Paper – Document–Based Essay—Level 2 – C
[100]
Anchor Level 2-C
The response:
• Develops some aspects of the task in some depth by discussing imperialism from the point of view
of the imperialist power and mentioning the point of view of the colonized people
• Is primarily descriptive; includes weak and isolated application and analysis (British think Africa is
benefiting from their rule; Africans would benefit by making the land more productive; Britain
thought they were helping Africans by ending the slave trade and ending intertribal war; Britain
added to their prosperity and wealth of the lands; by increasing their territory, Britain strengthened
their navy so that no one would be able to take their land from them; the colonized people lost their
culture and suffered a great deal)
• Incorporates limited relevant information from documents 1, 2, 3, and 6
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (percentage of free Africa decreased drastically
between 1850 and 1914; European nations almost had possession of Africa in 1914; British
introduced tools and systems of irrigation and domesticating of animals)
• Demonstrates a general plan of organization; contains digressions; includes an introduction and a
conclusion that states the imperialist country benefited and the colonized people did not
Conclusion: Overall, the response fits the criteria for Level 2. The introduction uses document 6 to
illustrate the effect of European imperialism on Africa. The response then concentrates on the
influence of Great Britain on Africa, mentioning the benefits to Great Britain and a few of the benefits
Great Britain thought it brought to the Africans. The point of view of Great Britain as the imperialist
power consists of weak analysis and summary statements.
Anchor Paper – Document–Based Essay—Level 1 – A
[101]
Anchor Level 1-A
The response:
• Minimally develops all aspects of the task by mentioning imperialism from the point of view of the
imperialist power and from the point of view of the colonized people
• Is descriptive; lacks understanding and analysis (Japan was one of the biggest imperialists in the
19th century; imperialism would help spread religious beliefs and teachings; affected the
population of people in Africa due to the slave trade)
• Incorporates limited relevant information from documents 1, 2, 4, 6, and 8
• Presents little relevant outside information (Japan took over countries to gain raw materials due to
the lack of them on their island; creation of homelands, pass laws, and apartheid in Africa)
• Includes few relevant facts, examples, and details (Korea taken control of by Japan; Japan forced
their religion on Koreans; in less than 100 years, Europe had almost complete control of Africa);
includes an inaccuracy (Africa where all of Europe settled)
• Demonstrates a general plan of organization; does not clearly identify which aspect of the task is
being addressed; includes a brief introduction and conclusion
Conclusion: Overall, the response fits the criteria for Level 1. Although document information is
mentioned and outside information is included, the response demonstrates little understanding of
imperialism. The few accurate statements are not supported with any explanation or detail.
[102]
Anchor Paper – Document–Based Essay—Level 1 – A
Anchor Paper – Document–Based Essay—Level 1 – B
[103]
[104]
Anchor Paper – Document–Based Essay—Level 1 – B
Anchor Level 1-B
The response:
• Minimally develops one aspect of the task by mentioning imperialism from the point of view of the
imperialist power
• Is descriptive; lacks application and analysis (in the late 1800s, labor was very short; to have more
employment was a demand for more goods; British imperialism benefited Africans in many ways;
Britain’s benefits for Africans would produce greater results for labor and social life; British
motivated and improved the lives of Africans)
• Incorporates limited relevant information from documents 1, 2, and 3
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (colonies were valuable to Great Britain; Britain
extended influence and control in Africa; improvement of tools, planting of useful trees, the use of
manure; Britain built railways and roads; Britain taught the native races to conduct their own
affairs; Britain gave prosperity and wealth to Africans, checked famine and disease, and put an end
to the slave trade)
• 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 1. Points from different documents are
copied without explaining them or showing how they are linked. Attempts are made to use the
documents, but only the reasons Great Britain believed they improved the lives of their colonized
peoples are stated.
Document–Based Essay—Practice Paper – A
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Document–Based Essay—Practice Paper – A
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Document–Based Essay—Practice Paper – B
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Document–Based Essay—Practice Paper – C
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Document–Based Essay—Practice Paper – C
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Document–Based Essay—Practice Paper – C
Document–Based Essay—Practice Paper – D
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Document–Based Essay—Practice Paper – D
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Document–Based Essay—Practice Paper – D
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Document–Based Essay—Practice Paper – D
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Document–Based Essay—Practice Paper – E
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Document–Based Essay—Practice Paper – E
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Document–Based Essay—Practice Paper – E
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Practice Paper A—Score Level 2
Practice Paper B—Score Level 1
The response:
• Develops some aspects of the task in some depth by discussing imperialism from the point of view
of the imperialist power and mentioning a point of view of the colonized people
• Is primarily descriptive; includes weak and isolated application and analysis (British wanted to
expand their imperialism in Africa so they had more influence and control; Africans lost part of
their control over the continent by letting British ideas and cultures expand; Britain helped Africa
gain fair trade and competition; Britain prevented the flow of Indian goods inside India which
completely wiped out Indian manufactures)
• Incorporates limited relevant information from documents 1, 2, 3, 5, and 6
• Presents no relevant outside information
• Includes some relevant facts, examples, and details (British taught Africans simpler agriculture and
helped them increase surplus products; Britain ended inhumane things in Africa like slave trading
and human sacrifice; in 1850, European possessions were only a small percent of African
imperialism; by 1914, almost of all Africa belonged to Europeans; Britain closed its markets to
Indian products, but opened Indian markets to British products)
• Demonstrates a general plan of organization; contains digressions; includes an introduction and a
conclusion that restate the theme
Conclusion: Overall, the response fits the criteria for Level 2. Although some statements demonstrate
an understanding of the documents, the response demonstrates a limited understanding of the overall
effects of imperialism. Although British imperialism in India is mentioned, the response focuses on
British imperialism in Africa. The point of view of the colonized people is particularly weak.
The response:
• Minimally develops all aspects of the task by mentioning imperialism from the point of view of the
imperialist power and from the point of view of the colonized people
• Is descriptive; lacks understanding, application, and analysis (imperialist powers wanted colonies
for their raw materials and people to do their work; Indian goods excluded from Britain which
influenced other foreign markets and helped Britain when she sold materials and products to India;
expansion of the Japanese empire influenced the countries it occupied; imperialism from the view
of colonized peoples was not very nice; colonies thought that the imperialist powers took their
people from them)
• Makes vague references to documents 1, 4, 5, and 8
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (Japan wanted Korean women and youth to work
the factories and mines to aid them in war; East India Company)
• Demonstrates a weakness in organization; lacks focus; contains digressions; lacks an introduction
and a conclusion
Conclusion: Overall, the response fits the criteria for Level 1. Although each aspect of the task is
introduced, statements selected from the documents are included with little explanation. The essay
lacks cohesiveness.
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Practice Paper C—Score Level 4
The response:
• Develops all aspects of the task by discussing imperialism from the point of view of the imperialist
power and from the point of view of the colonized people
• Is both descriptive and analytical (imperialistic countries see many pros in taking over weaker
countries; Lugard felt imperialism would benefit the peoples of Africa because they would learn
about new improvements for agriculture and how to increase production; Great Britain claimed
they improved the lives of Africans by ending intertribal wars, human sacrifices, and witch
doctoring; many of the British supposed “good deeds” have to be questioned; Europeans ignored
the impact they had on the nations they imperialized; stronger countries saw imperialism as a
chance to expand their influence and wealth and weaker countries saw imperialism as a terrible
invasion that ruined their customs and traditional ways of life)
• Incorporates relevant information from documents 1, 2, 3, 5, and 8
• Incorporates relevant outside information (use of another country as a source of raw materials and
trade is mercantilism, which is how Britain controlled India; Kipling’s White Man’s Burden shows
that Europeans felt superior to other people; for many years, France ruled the regions that are in the
area of Mali and Senegal and tried to hang on to Algeria through a bloody civil war; Belgium ruled
the Belgian Congo where they gained wealth by harvesting diamonds; Mohandas Gandhi led his
followers on the Salt March to try and get their salt from the sea, so they did not have to purchase
salt from Britain; Gandhi also made his own clothes so he did not have to pay Britain for them;
Gandhi’s actions and leadership promoted a mass movement that eventually drove the British out
of India; in Latin America, the Spanish and the Portuguese forced the native Americans to convert
to Christianity and become slaves; diseases the Europeans brought to the Americas caused many of
the natives to die)
• Supports the theme with relevant facts, examples, and details (British East India Company formed
for the purpose of trading between Great Britain and India; eventually Britain took full control of
India’s economy; India, great source of trade for Great Britain; Africans would learn new trades
and become carpenters and blacksmiths; irrigation, new trade, and domestic animals would help
Africans; many British East India Company had a monopoly in India’s export business; all goods
exported from India had to go through the British East India Company; Britain tried to prevent the
flow of Indian goods within India; destroyed many Indian textile businesses; Japan forced Koreans
to change their last names to Japanese names and worship Japanese gods)
• Demonstrates a logical and clear plan of organization; includes an introduction that restates the
theme and a conclusion that explains how both the imperialist country and the colonized peoples
saw imperialism
Conclusion: Overall, the response fits the criteria for Level 4. A short summary of the documents is
used as a stepping-stone to a discussion of the points of view of imperialism. Balanced use of
documents, outside information, and analyses in discussion of the role of power in the 19th century
demonstrates a good understanding of imperialism.
Practice Paper D—Score Level 3
The response:
• Develops all aspects of the task with little depth by discussing imperialism from the point of view
of the imperialist power and from the point of view of the colonized people
• Is more descriptive than analytical (colonies which were influenced by imperialism felt suppressed
and believed that the colonial power was negatively affecting them; Britain’s decision to take over
the East India Company was a valuable decision because it meant that they would control all of the
goods exported from India; British believed their help would make the Africans more productive
and therefore able to buy more; British thought the Africans should be thankful because they ended
inter-tribal wars and the slave trade; natives of Africa could not withstand the power of Great
Britain and eventually their traditions fell apart; Japanese treated Koreans as slaves; many Korean
customs and cultures were lost because of Japan)
• Incorporates some relevant information from documents 1, 2, 3, 4, 5, 7, and 8
• Incorporates some relevant outside information (Britain used sepoys in India; sepoys were Hindu
and Muslim soldiers who served with British officials to control the Indian people and ensure that
the economic power that Britain had over India would not be harmed; many sepoys resented the
British because they did not respect their religious and cultural beliefs; Sepoy Rebellion; British
took some fellow tribe members and turned them against other Africans)
• Includes some relevant facts, examples, and details (Great Britain expanded into India when she
adopted imperialism; India was rich with resources; East India Company established to bring goods
from India to Europe; Britain took over the East India Company; Britain would buy raw materials
from the Africans and in turn sell the manufactured goods back to Africa; Britain would introduce
the Africans to the irrigation system and show them how to use domestic animals for farming;
British would introduce the planting of trees; British made roads and railways; Japan controlled
Korea and forced them to change their family names into Japanese names and worship their gods);
includes a minor inaccuracy (Japan controlled Korea from 1894 to 1914)
• Demonstrates a satisfactory plan of organization; includes an introduction that restates the theme
and a conclusion that connects ethnocentrism and imperialism
Conclusion: Overall, the response fits the criteria for Level 3. The literal interpretation of the
documents is strengthened by some well-placed outside information, especially the discussion of the
sepoys in India. However, some unexplained overgeneralizations weaken the response.
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Practice Paper E—Score Level 5
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing imperialism from the
point of view of the imperialist power and from the point of view of the colonized people
• Is more analytical than descriptive (effects of imperialism differed depending on mother country;
while some occupied territories benefited greatly from technology introduced to them, other
territories were exploited; imperialist countries believed imperialism was a huge benefit to society
and the economy; granted it was the benefit of their own country imperialists were primarily
concerned with, but some did believe that territories would benefit as well; Africans much better
off running things the British way; improved methods of agriculture proof enough that Africans
sadly in need of help; African crops would have better chance of succeeding with improved system
of irrigation; never occurred to imperialists that African tribes had their own heritage, their own
culture, and their own method of doing things and that these methods had been serving them
perfectly well for hundreds of years; the British concluded that what worked well in Britain would
work well in Africa; imperialists bound and determined to make their territories work on their
terms no matter what; natives argued that “white men” had come and completely ruined their way
of life; culture lost as Europeans imposed their customs on people they ruled; as European
occupation increased, African governments were all but wiped out; imperialism to these people
seemed like nothing but greed; imperialist countries rarely stopped with occupying just one area,
they always wanted more; natives angry that Europeans simply moving and acting like they had
right to own land simply because they were European; some say that India would never be the
power she is today without influence from Britain)
• Incorporates relevant information from all the documents
• Incorporates substantial relevant outside information (different climate and different crops grown
in Africa did not seem to phase the British; taking natural resources by imperialist countries and
growing cash crops instead of indigenous crops continues to plague much of Africa today; many
followed Gandhi’s advice and used nonviolence to gain freedom; others used guns and bullets;
many Europeans felt that it was their duty as the white man, to take up the “white man’s burden”
and civilize the “savages” they were taking over; the “savages,” who were just as intelligent as the
white man, did not appreciate European attitude; European occupation in Africa has caused
boundary lines to be drawn that divide tribes and place warring tribes in the same country;
imperialism has created much turmoil and chaos within these third-world countries; while leaving
European countries wealthy and prosperous, imperialism has certainly left its mark on their former
territories)
• Richly supports the theme with many relevant facts, examples, and details (Kenyatta; Sun Yixian;
territories did not always benefit from trade with its mother country; native goods were excluded)
• Demonstrates a logical and clear plan of organization; includes an introduction that compares the
methods of imperialist countries and a conclusion that compares the benefits imperialism brought
to India and the problems imperialism created for Africa
Conclusion: Overall, the response fits the criteria for Level 5. Analytical statements and insights
effectively incorporate the historical facts, examples, and details. Although the discussion includes
both points of view, the evaluation of imperialism as an overall negative influence on the colonial
peoples is the unifying theme.
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Global History and Geography Specifications Grid
January 2006
Part I
Multiple Choice Questions by Standard
Standard
Question Numbers
1—US and NY History
N/A
2—World History
1, 6, 8, 10, 13, 14, 19, 21, 25, 30, 32, 34,
36, 38, 41, 42, 43, 45, 47, 50
3—Geography
2, 4, 7, 9, 15, 16, 18, 23, 24, 27, 33, 35,
37, 46, 49
4—Economics
3, 11, 12, 17, 20, 28, 31, 39, 44
5—Civics, Citizenship, and Government 5, 22, 26, 29, 40, 48
Parts II and III by Theme and Standard
Theme
Standards
Thematic Essay
Change: Effects of
Philosophers and
Leaders
Standard 2: World History
Document-based Essay Imperialism: Points
of View
Standards 2, 3, 4, and 5: World
History; Geography; Economics;
Civics, Citizenship, and
Government
The Chart for Determining the Final Examination Score for the
January 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.
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