Tuesday, June 12, 2007

GLOBAL REGENTS JANUARY 2006


Page 1
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
Student Name ______________________________________________________________
School Name _______________________________________________________________
Print your name and the name of your school on the lines above. Then turn to the last
page of this booklet, which is the answer sheet for Part I. Fold the last page along the
perforations and, slowly and carefully, tear off the answer sheet. Then fill in the heading of
your answer sheet. Now print your name and the name of your school in the heading of
each page of your essay booklet.
This examination has three parts. You are to answer all questions in all parts. Use black
or dark-blue ink to write your answers.
Part I contains 50 multiple-choice questions. Record your answers to these questions
on the separate answer sheet.
Part II contains one thematic essay question. Write your answer to this question in
the essay booklet, beginning on page 1.
Part III is based on several documents:
Part III A contains the documents. Each document is followed by one or more
questions. In the test booklet, write your answer to each question on the lines
following that question. Be sure to enter your name and the name of your school on
the first page of this section.
Part III B contains one essay question based on the documents. Write your
answer to this question in the essay booklet, beginning on page 7.
When you have completed the examination, you must sign the statement printed on
the Part I answer sheet, indicating that you had no unlawful knowledge of the questions or
answers prior to the examination and that you have neither given nor received assistance in
answering any of the questions during the examination. Your answer sheet cannot be
accepted if you fail to sign this declaration.
The use of any communications device is strictly prohibited when taking this
examination. If you use any communications device, no matter how briefly, your
examination will be invalidated and no score will be calculated for you.
DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN.
REGENTS IN GLOBAL HISTORY AND GEOGRAPHY
REGENTS IN GLOBAL HISTOR
Y AND GEOGRAPHY
1 The main purpose of a time line is to show the
(1) causes and effects of wars
(2) location of important places
(3) benefits of modern civilizations
(4) chronological relationship between events
2 Throughout history, people have lived on
savannas, in deserts, in mountains, along river
valleys, along coastlines, and on islands.
This statement demonstrates that people
(1) adapt their surroundings
(2) develop a common language
(3) organize similar forms of government
(4) prefer to live in isolated areas
3 In a command economy, economic decisions are
mostly influenced by
(1) consumer demands
(2) government policies
(3) private investors
(4) banking practices
4 How did the introduction of agriculture affect
early peoples?
(1) Societies became nomadic.
(2) Food production declined.
(3) Civilizations developed.
(4) Birthrates decreased rapidly.
5 • If a man has destroyed the eye of a free man,
his own eye shall be destroyed.
• If a man has knocked out the teeth of a man of
the same rank, his own teeth shall be knocked
out.
These rules are based on the
(1) Analects of Confucius
(2) Code of Hammurabi
(3) Ten Commandments
(4) Koran (Qur’an)
6 Which civilization first developed a civil service
system, invented gunpowder, and manufactured
porcelain?
(1) Aztec
(3) Japanese
(2) Chinese
(4) Roman
7 What was one effect of Alexander the Great’s
conquests?
(1) expansion of Hellenistic culture
(2) formation of the Christian church
(3) decreased importance of the Silk Roads
(4) increased support of the Mayan leaders
8 Which two belief systems teach that there are
spirits in nature?
(1) Shinto and animism
(2) Hinduism and Confucianism
(3) Judaism and Christianity
(4) Islam and Buddhism
9 Constantinople’s location on the Bosporus Strait
was one reason that the Byzantine Empire was
able to
(1) conquer the Russian city of Moscow
(2) spread Judaism throughout western Europe
(3) control key trade routes between Europe and
Asia
(4) unite the Eastern Orthodox and Roman
Catholic Churches
10 The Justinian Code is considered a milestone
because it
(1) preserved many ancient Chinese legal
decrees in writing
(2) served as a model for European legal systems
(3) became the first democratic constitution
(4) united Muslim and Roman thought
Global Hist. & Geo. – Jan. ’06
[2]
Part I
Answer all questions in this part.
Directions (1–50): For each statement or question, write on the separate answer sheet the number of the
word or expression that, of those given, best completes the statement or answers the question.
13 A major contribution of the Golden Age of Islam
was the
(1) development of mercantilism
(2) creation of the first polytheistic religion
(3) spread of democratic ideals
(4) advancement of mathematics and science
14 Which factor most influenced a person’s social
position in early Indian societies?
(1) education
(2) birth
(3) geographic location
(4) individual achievement
15 Which civilization best completes the heading of
the partial outline below?
I. ______________________________
A. Spread of Islam
B. Gold and salt trade
C. Growth of Timbuktu
D. Pilgrimage of Mansa Musa
(1) Benin
(3) Mali
(2) Kush
(4) Egyptian
Global Hist. & Geo. – Jan. ’06
[3]
[OVER]
Base your answers to questions 11 and 12 on the diagram below and on your knowledge of social studies.
11 Most economic activities on this feudal manor were related to
(1) guilds
(3) banking
(2) industry
(4) agriculture
12 Which economic concept can be inferred from this diagram?
(1) self-sufficiency
(3) trade embargo
(2) inflation
(4) competition
Source: Michael B. Petrovich et al., People in Time and Place: World Cultures, Silver, Burdett & Ginn, 1991
Global Hist. & Geo. – Jan. ’06
[4]
16 Historians value the writings of Marco Polo and
Ibn Battuta because they
(1) serve as primary sources about trade and
culture
(2) provide the basis for European holy books
(3) include advice on how to be a democratic
ruler
(4) present unbiased views of life in Africa and
Asia
17 Which factor contributed to the beginning of the
Renaissance in Italian cities?
(1) occupation by foreign powers
(2) interaction with Latin America
(3) surplus of porcelain from Japan
(4) access to important trade routes
18 • 1340s—Mongols, merchants, and other
travelers carried disease along trade routes west
of China.
• 1346—The plague reached the Black Sea ports
of Caffa and Tana.
• 1347—Italian merchants fled plague-infected
Black Sea ports.
• 1348—The plague became an epidemic in most
of western Europe.
Which conclusion can be made based on these
statements?
(1) The plague primarily affected China.
(2) The interaction of people spread the plague.
(3) Port cities were relatively untouched by the
plague.
(4) The plague started in western Europe.
19 Which innovation had the greatest impact on the
Protestant Reformation?
(1) movable-type printing press
(2) Mercator map projection
(3) magnetic compass
(4) triangular sail
20 Which statement best describes the concept of
mercantilism?
(1) Universal suffrage leads to educated citizens.
(2) Controlling trade is a key to increasing power.
(3) Only the fittest deserve to survive.
(4) Strict social control prevents revolutions.
21 The Magna Carta, the Petition of Right, and the
English Bill of Rights were created to
(1) limit the power of English monarchs
(2) establish laws protecting the rights of
Protestants
(3) organize England’s colonial empire
(4) abolish the role of Parliament
22 The theory justifying a monarch’s rule by God’s
authority is called
(1) laissez faire
(3) predestination
(2) totalitarianism
(4) divine right
23 One similarity in the rule of Peter the Great,
Suleiman I, and Louis XIV is that each leader
(1) shared power with a legislature
(2) practiced religious toleration
(3) expanded his territory
(4) decreased the amount of taxes collected
24 Which factors protected Russia from control by
Napoleon’s army?
(1) religious and cultural similarities
(2) industrialization and modernization
(3) geographic size and location
(4) political and economic instability
25 “To him who wishes to follow me, I offer
hardships, hunger, thirst and all the perils of war.”
— Garibaldi’s Memoirs
This quotation from Garibaldi is most closely
associated with Italian
(1) exploration
(3) imperialism
(2) nationalism
(4) neutrality
26 During the 1800s, reform legislation passed in
Great Britain, France, and Germany led to
(1) formation of zaibatsu, greater equality for
men, and establishment of a banking system
(2) legalizing trade unions, setting minimum
wages, and limiting child labor
(3) government-owned factories, establishment
of five-year plans, and limits placed on
immigration
(4) bans on overseas trade, mandatory military
service, and universal suffrage for women
Global Hist. & Geo. – Jan. ’06
[5]
[OVER]
28 Karl Marx and Friedrich Engels encouraged
workers to improve their lives by
(1) electing union representatives
(2) participating in local government
(3) overthrowing the capitalist system
(4) demanding pensions and disability insurance
29 Totalitarian governments are characterized by the
(1) elimination of heavy industry
(2) use of censorship, secret police, and
repression
(3) lack of a written constitution
(4) support of the people for parliamentary
decisions
27 Which concept is most closely associated with the pattern of population distribution in
England shown on this map?
(1) urbanization
(3) collectivization
(2) colonization
(4) globalization
Base your answer to question 27 on the map below and on your knowledge of social studies.
POR
TUGAL
SPAIN
FRANCE
IRELAND
ENGLAND
SCOTLAND
DENMARK
KINGDOM OF
NORWAY AND
SWEDEN
FINLAND
RUSSIAN
EMPIRE
ITALIAN
STATES
SARDINIA
CORSICA
SICILY
GREECE
HUNGARY
BELG.
NETH.
GERMAN
CONFEDERATION
SWITZ.
AUSTRIAN
EMPIRE
POLAND
K
D
M
.
O
F
P
R
US
S
I
A
ATLANTIC
OCEAN
A
d
r
i
a
t
i
c
S
e
a
North
Sea
B
a
l
t
i
c
S
e
a
Industrial Europe, 1850
Source: Bentley and Ziegler, Traditions and Encounters: A Global Perspective on the Past, McGraw–Hill, 2003 (adapted)
20% of population in cities of 100,000 or more
6-10% of population in cities of 100,000 or more
5% or less of population in cities of 100,000 or more
Railroads
Cities
Emerging industrial areas
Major exposed coal deposits
Global Hist. & Geo. – Jan. ’06
[6]
Base your answer to question 30 on the quotation
below and on your knowledge of social studies.
“. . . I am willing to admit my pride in this
accomplishment for Japan. The facts are these:
It was not until the sixth year of Kaei (1853) that
a steamship was seen for the first time; it was only
in the second year of Ansei (1855) that we began
to study navigation from the Dutch in Nagasaki;
by 1860, the science was sufficiently understood
to enable us to sail a ship across the Pacific. This
means that about seven years after the first sight
of a steamship, after only about five years of
practice, the Japanese people made a trans-
Pacific crossing without help from foreign
experts. I think we can without undue pride
boast before the world of this courage and skill.
As I have shown, the Japanese officers were to
receive no aid from Captain Brooke throughout
the voyage. Even in taking observations, our
officers and the Americans made them
independently of each other. Sometimes they
compared their results, but we were never in the
least dependent on the Americans. . . .”
— Eiichi Kiyooka, trans., The Autobiography of
Fukuzawa Yukichi, The Hokuseido Press, 1934
30 Which set of events is most closely associated
with the nation described in this passage?
(1) end of the Opium War → creation of
European spheres of influence
(2) end of the Tokugawa Shogunate → beginning
of the Meiji Restoration
(3) fall of the Manchus → rise of Sun Yixian
(Sun Yat-sen)
(4) imperialism in China → start of World War II
31 The famine in Ukraine during the 1930s resulted
from the Soviet government’s attempt to
(1) end a civil war
(2) implement free-market practices
(3) collectivize agriculture
(4) introduce crop rotation
32 When some European leaders agreed to Hitler’s
demands concerning Czechoslovakia in 1938,
they were supporting a policy of
(1) détente
(2) balance of power
(3) collective security
(4) appeasement
33 One reason Germany’s invasion of Poland in 1939
was successful is that Poland
(1) lacked natural barriers
(2) was located along the North Sea
(3) lacked natural resources
(4) was close to the Balkans
34 What was one reason that India was divided into
two nations in 1947?
(1) Indian leaders disagreed about India’s role in
the United Nations.
(2) Great Britain feared a unified India would be
a military threat.
(3) The Soviet Union insisted that India should
have a communist government.
(4) Differences between the Hindus and the
Muslims created religious conflict.
35 • Organization of American States (OAS)
• European Union (EU)
• North American Free Trade Agreement
(NAFTA)
These organizations and agreements are
examples of
(1) political isolation
(2) military alliances
(3) regional cooperation
(4) collective security
36 Which factor most helped Communist Party
forces gain control of China after World War II?
(1) The United States sent weapons to the
Communists.
(2) The Japanese gave economic aid to the
Nationalists.
(3) The Communists gained the support of
China’s peasant class.
(4) The Chinese Nationalists set up their own
government in Taiwan.
Global Hist. & Geo. – Jan. ’06
[7]
[OVER]
38 Which event illustrates the policy of containment?
(1) Nuremberg trials (1945–1946)
(2) Hungarian revolt (1956)
(3) launching of Sputnik (1957)
(4) naval blockade of Cuba (1962)
39 One similarity between Mikhail Gorbachev’s
perestroika and Deng Xiaoping’s Four
Modernizations is that each
(1) allowed elements of capitalism
(2) maintained the democratic process
(3) strengthened communism
(4) increased global tensions
40 One similarity between the Korean War and the
Vietnam War is that both wars were
(1) resolved through the diplomatic efforts of the
United Nations
(2) fought as a result of differing political
ideologies during the Cold War
(3) fought without foreign influence or assistance
(4) caused by religious conflicts
41 Which practice in medieval Europe was most
similar to a Japanese warrior’s code of bushido?
(1) indulgences
(3) chivalry
(2) serfdom
(4) tribute
Base your answer to question 37 on the maps below and on your knowledge of social studies.
37 Based on these maps, which statement is accurate?
(1) Egypt and Ethiopia are no longer part of Africa.
(2) By 1980, most African countries had become independent.
(3) By 1950, most of Africa was controlled by Russia or the United States.
(4) The Union of South Africa was renamed Namibia.
Independent Africa, 1950–1980
1950
1980
Union of
South Africa
Liberia
Ethiopia
Egypt
Namibia
Independent countries
Colonies or dependencies
Source: Glenn E. Hughes et al., Practicing World History Skills, Scott, Foresman & Co., 1984 (adapted)
Base your answer to question 42 on the
photograph below and on your knowledge of social
studies.
42 This 1989 photograph symbolizes the
(1) end of the Cold War
(2) importance of the Berlin airlift
(3) creation of a divided Germany
(4) fear of Nazism among Germans
43 In Iran, both the Revolution of 1979 and the rise
of Islamic fundamentalism have caused
(1) an increase in women’s rights
(2) tension between traditionalism and modern-
ization to continue
(3) foreign control of natural resources to expand
(4) the introduction of a communist form of
government
Base your answer to question 44 on the graph
below and on your knowledge of social studies.
44 This graph suggests a potential problem for
nations
(1) with a favorable balance of trade
(2) with both industrial and agricultural exports
(3) that rely on a cash crop to support their
economy
(4) whose economies have been diversified
45 Which sequence of events is listed in the correct
chronological order?
(1) Crusades → French Revolution →
Renaissance
(2) French Revolution → Crusades →
Renaissance
(3) Crusades → Renaissance → French
Revolution
(4) Renaissance → Crusades → French
Revolution
Global Hist. & Geo. – Jan. ’06
[8]
The Berlin Wall
Source: http://imagesrvr.epnet.com/embimages/
imh/archivephoto/full/g1952059.jpg
— Reuters/David Brauchli/Archive Photos
Average Monthly World Cotton Price
(in cents per pound)
1995
1997
1999
2001 2002
1996
1998
2000
100
80
60
40
20
Source: Wall Street Journal, June 26, 2002
(adapted)
Global Hist. & Geo. – Jan. ’06
[9]
[OVER]
Base your answer to question 46 on the graph below and on your knowledge of social studies.
46 Which statement can be supported by the information in the graph?
(1) The population of the world remained the same from A.D. 1 to A.D.
1650.
(2) Most of the world’s population growth took place during the period
from 1000 to 1500.
(3) The population growth rate decreased during the period from 1650
to 1800.
(4) The world’s population tripled between 1930 and 2000.
1650
470 million
1930
2 billion
World Population Growth:
A.D.
1–2000
Source: Population Reference Bureau and de Blij and Murphy,
Human Geography: Culture, Society, and Space, John Wiley & Sons, 1999 (adapted)
A.D. 1
500
1000
1500
2000
0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Billions
A.D.
1
300
million
1600
1700
1800
1900
1850
1.1 billion
1975
4 billion
2000
6.1 billion
47 Which period of history had the greatest
influence on the Enlightenment ideas of natural
law and reason?
(1) Pax Romana
(2) Middle Ages
(3) Age of Exploration
(4) Scientific Revolution
48 During the 20th century, global attention was
drawn to the Armenians of the Ottoman Empire,
the Tutsis of Rwanda, and the Muslims of Kosovo
because these groups were all victims of
(1) nuclear power accidents
(2) human rights violations
(3) environmental disasters
(4) the AIDS epidemic
49 • Maize and potatoes were grown in Europe.
• Millions of Africans suffered during the Middle
Passage.
• Smallpox had devastating effects on indigenous
peoples.
• Spanish language is used in much of Latin
America.
Which global interaction is illustrated by these
statements?
(1) Silk Road trade
(2) Crusades
(3) Columbian Exchange
(4) Scramble for Africa
Global Hist. & Geo. – Jan. ’06
[10]
Base your answer to question 50 on the cartoon below and on your knowledge of social studies.
50 What is the main idea of this 2001 cartoon?
(1) The main task in fighting terrorism is to eliminate nuclear weapons.
(2) The battle against terrorism will be long and difficult.
(3) New equipment is needed to eliminate terrorism.
(4) The methods of dealing with global terrorism have created consensus.
Terrorism
Source: John Trever, Albuquerque Journal, Sept. 2001 (adapted)
United
Exterminator
Answers to the essay questions are to be written in the separate essay booklet.
In developing your answer to Part II, be sure to keep these general definitions in mind:
(a) explain means “to make plain or understandable; to give reasons for or causes of; to
show the logical development or relationships of”
(b) discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail”
PART II
THEMATIC ESSAY QUESTION
Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the task
below, and a conclusion.
Theme: 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.
You are not limited to these suggestions.
Do not use a philosopher or leader from the United States in your answer.
Guidelines:
In your essay, be sure to
• Develop all aspects of the task
• Support the theme with relevant facts, examples, and details
• Use a logical and clear plan of organization, including an introduction and a conclusion
that are beyond a restatement of the theme
Global Hist. & Geo. – Jan. ’06
[11]
[OVER]
Global Hist. & Geo. – Jan. ’06
[12]
In developing your answers to Part III, be sure to keep this general definition in mind:
discuss means “to make observations about something using facts, reasoning, and
arguments; to present in some detail”
PART III
DOCUMENT-BASED QUESTION
This question is based on the accompanying documents. The question is designed to test your
ability to work with historical documents. Some of these documents have been edited for the
purposes of this question. As you analyze the documents, take into account the source of each
document and any point of view that may be presented in the document.
Historical Context:
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: Using the information from the documents and your knowledge of global history,
answer the questions that follow each document in Part A. Your answers to the
questions will help you write the Part B essay in which you will be asked to
• 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.
NAME __________________________________________ SCHOOL ________________________
Global Hist. & Geo. – Jan. ’06
[13]
[OVER]
Part A
Short-Answer Questions
Directions: Analyze the documents and answer the short-answer questions that follow each document in the
space provided.
Document 1
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
1 Based on this document, state one reason Joseph Chamberlain believed colonies were valuable to Great
Britain. [
1
]
____________________________________________________________________________________
____________________________________________________________________________________
Score
Global Hist. & Geo. – Jan. ’06
[14]
Document 2
. . . 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
2 Based on this document, state two ways British imperialism would benefit Africans. [
2
]
(1)____________________________________________________________________________________
____________________________________________________________________________________
(2)____________________________________________________________________________________
____________________________________________________________________________________
Score
Score
Global Hist. & Geo. – Jan. ’06
[15]
[OVER]
Document 3
. . . 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
3 According to this document, what were two ways the British improved the lives of Africans? [
2
]
(1)____________________________________________________________________________________
____________________________________________________________________________________
(2)____________________________________________________________________________________
____________________________________________________________________________________
Score
Score
Global Hist. & Geo. – Jan. ’06
[16]
Document 4
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
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. [
1
]
____________________________________________________________________________________
____________________________________________________________________________________
Score
Global Hist. & Geo. – Jan. ’06
[17]
[OVER]
Document 5
. . . 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
5 According to Jawaharlal Nehru, what were two ways Great Britain exploited the Indian economy? [
2
]
(1)____________________________________________________________________________________
____________________________________________________________________________________
(2)____________________________________________________________________________________
____________________________________________________________________________________
Score
Score
Global Hist. & Geo. – Jan. ’06
[18]
Document 6
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)
6 Based on these graphs, state one change that occurred in Africa between 1850 and 1914. [
1
]
____________________________________________________________________________________
____________________________________________________________________________________
Score
Global Hist. & Geo. – Jan. ’06
[19]
[OVER]
Document 7
. . . 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
7 According to the document, what is one criticism made about the European imperialist? [
1
]
____________________________________________________________________________________
____________________________________________________________________________________
Score
Global Hist. & Geo. – Jan. ’06
[20]
Document 8
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
8 Based on this document, state two effects of Japanese occupation on the Korean people. [
2
]
(1)____________________________________________________________________________________
____________________________________________________________________________________
(2)____________________________________________________________________________________
____________________________________________________________________________________
Score
Score
Global Hist. & Geo. – Jan. ’06
[21]
Part B
Essay
Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion.
Use evidence from at least five documents in your essay. Support your response with relevant facts,
examples, and details. Include additional outside information.
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: Using the information from the documents and your knowledge of global history,
write an essay in which you
• 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.
Guidelines:
In your essay, be sure to
• Develop all aspects of the task
• Incorporate information from at least five documents
• Incorporate relevant outside information
• Support the theme with relevant facts, examples, and details
• Use a logical and clear plan of organization, including an introduction and a conclusion
that are beyond a restatement of the theme
Global Hist. & Geo. – Jan. ’06
[22]
FOR TEACHER USE ONLY
Part I Score
Part III A Score
Total Part I and III A Score
Part II Essay Score
Part III B Essay Score
Total Essay Score
Final Score
(obtained from conversion chart)
The University of the State of New York
R
EGENTS
H
IGH
S
CHOOL
E
XAMINATION
GLOBAL HISTORY
AND GEOGRAPHY
Tuesday, January 24, 2006 — 9:15 a.m. to 12:15 p.m., only
ANSWER SHEET
Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Sex: ■ Female
Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Write your answers for Part I on this answer sheet, write your answers to
Part III A in the test booklet, and write your answers for Parts II and III B in the
separate essay booklet.
No.
Right
T
ear Here
T
ear Here
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■ Male
The declaration below should be signed when you have completed the examination.
I do hereby affirm, at the close of this examination, that I had no unlawful knowledge of the questions or answers prior to the examination and
that I have neither given nor received assistance in answering any of the questions during the examination.
____________________________________________________________
Signature
T
ear Here
T
ear Here
Global Hist. & Geo. – Jan. ’06
REGENTS IN GLOBAL HISTORY AND GEOGRAPHY
REGENTS IN GLOBAL HISTOR
Y AND GEOGRAPHY
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