Tuesday, June 12, 2007

GLOBAL REGENTS JANUARY 2007


uthors of this page nor responsible for its content.
Page 1
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
GLOBAL HISTORY
AND GEOGRAPHY
Tuesday, January 23, 2007 — 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 Which aspect of social science would a
geographer most likely study in depth?
(1) how beliefs influence the behavior of a group
of people
(2) how economic events influence history
(3) how location influences the way people live
(4) how people influence governmental decisions
2 One similarity between the ancient civilizations
in Egypt and in China is that they developed
(1) nomadic lifestyles
(2) monotheistic belief systems
(3) democratic governments
(4) written forms of communication
3 What effect did the geography of ancient Greece
have on its early development?
(1) The mountainous terrain led to the creation
of independent city-states.
(2) A lack of natural seaports limited com-
munication.
(3) An inland location hindered trade and
colonization.
(4) Abundant natural resources encouraged self-
sufficiency.
4 One contribution of ancient Roman culture was
the development of
(1) the concept of zero
(2) the process of making silk
(3) a republican form of government
(4) the printing press
5 What is considered one of the Byzantine
Empire’s greatest contributions to western
European society?
(1) spreading Hinduism throughout the region
(2) supporting the Catholic Church
(3) defeating the Mongols at Kiev
(4) preserving Greek and Roman culture
Base your answer to question 6 on the diagram
below and on your knowledge of social studies.
6 Which type of political and social order is shown
in this diagram?
(1) theocratic
(3) fascist
(2) tribal
(4) feudal
Owners of
large estates
Source: Guide to the Essentials of
World History, Prentice Hall, 1999
(adapted)
Actual ruler
Global Hist. & Geo. – Jan. ’07
[2]
Part I
Answer all questions in this part.
Directions (1–50): For each statement or question, write on the separate answer sheet the number of the
word or expression that, of those given, best completes the statement or answers the question.
8 Which circumstance best describes a long-term
result of the Crusades?
(1) Muslim control of Jerusalem ended.
(2) Feudalism began in western Europe.
(3) Cultural exchanges between the Middle East
and Europe grew.
(4) Christians and Muslims achieved a lasting
peace.
9 Which statement about the geography of Japan is
most accurate?
(1) Location has made it easy to invade.
(2) The irregular coastline has many natural
harbors.
(3) Large plains are its primary physical feature.
(4) Earthquakes do not threaten the islands.
Global Hist. & Geo. – Jan. ’07
[3]
[OVER]
Base your answer to question 7 on the map below and on your knowledge of social studies.
7 Which statement can best be supported by the information shown on this map?
(1) By 260 B.C., the Mauryan Empire extended north into Central China.
(2) The Mauryan Empire controlled more of the Indian subcontinent than the
Gupta Empire did.
(3) Most of the Gupta Empire was located on the Deccan Plateau.
(4) The economies of India’s early empires were based on trade.
First Empires in India, 600
BC
–
AD
500
Ujjayini
Nandivardhana
Mathura
Tamralipti
Pataliputra
Arabian Sea
Indian Ocean
Bay of Bengal
Source: Patrick K. O’Brien, ed., Oxford Atlas of World History,
Oxford University Press, 1999 (adapted)
Tibetan
Plateau
Maximum extent of
Mauryan Empire c. 260 BC
Heartland of Gupta Empire
City
Maximum extent of
Gupta Empire c. AD 400
Deccan
Plateau
H
i
m
a
l
a
y
a
s
Base your answer to question 10 on the passage
below and on your knowledge of social studies.
. . . He who, being of weak faculties [abilities],
develops the wisdom of the first path with a dull
insight is reborn seven times at most; after seven
rebirths in states of bliss he will make an end of
misery: he who develops it with medium faculties
and insight is a roamer; after two or three rebirths
he will make an end of misery: he who develops
it with keen faculties and insight takes root but
once, only one human birth will he pass through
and make an end of misery. . . .
— Charles W. Eliot, ed., Sacred Writings, Vol II, P.F.
Collier & Son, 1910
10 Which belief system is described in this passage?
(1) Buddhism
(3) Islam
(2) Christianity
(4) Confucianism
11 Which description best characterizes the city of
Timbuktu?
(1) port on the water route to East Asia
(2) major urban and industrial center on the Silk
Road
(3) commercial and cultural center of West Africa
(4) inland city of the Hanseatic League
12 What was one long-term impact of Marco Polo’s
visit to China?
(1) The Chinese began construction of the Great
Wall.
(2) The principle of divine right was introduced
to China.
(3) Christianity rapidly spread throughout the
Yuan Empire.
(4) Europeans increased trade with China.
13 Which statement best expresses an idea held by
many Renaissance humanist philosophers?
(1) People should study worldly subjects as well
as sacred matters.
(2) Governments should establish overseas
empires.
(3) Individuals should withdraw from the world
and study religion.
(4) Scholars should dedicate themselves to the
study of life after death.
14 Which document limited the power of the
English monarchy during the Middle Ages?
(1) Magna Carta
(3) Justinian Code
(2) Twelve Tables
(4) Rig Veda
15 • Martin Luther stresses the central role of faith.
• The belief of predestination spreads through-
out Switzerland.
• The Council of Trent clarifies the teachings of
the Roman Catholic Church.
These statements describe ideas and events that
(1) brought religious unity to Europe
(2) shaped the Reformation and the Counter
Reformation
(3) ended the Glorious Revolution
(4) expanded the importance of the Orthodox
Church
16 Which nation had the most influence on the
colonization of Latin America in the 1500s?
(1) Spain
(3) England
(2) France
(4) Netherlands
17 What was one goal of mercantilism?
(1) removal of trade barriers
(2) elimination of private property
(3) establishment of subsistence agriculture
(4) creation of a favorable balance of trade
18 According to John Locke, the chief role of
government was to
(1) protect natural rights
(2) fight territorial wars
(3) ensure the wealth of citizens
(4) redistribute land
19 In England, which circumstance was a result of
the other three?
(1) availability of labor
(2) abundance of coal and iron
(3) waterpower from many rivers
(4) start of the Industrial Revolution
Global Hist. & Geo. – Jan. ’07
[4]
Base your answer to question 20 on the cartoon
below and on your knowledge of social studies.
20 Which slogan best reflects the point of view of
Cecil Rhodes as shown in this cartoon?
(1) “Imperialism is a Glorious Pursuit.”
(2) “Embrace African Diversity.”
(3) “Unite All Africans.”
(4) “Connecting Constantinople to Cairo.”
21 What was the primary reason that large numbers
of people left Ireland in the 1840s and 1850s?
(1) The people faced mass starvation.
(2) A political revolution had started.
(3) A smallpox epidemic broke out in the
country.
(4) The people sought better educational
opportunities.
22 During the 19th century, European nations
established spheres of influence in China mainly
to
(1) profit from the ivory trade
(2) introduce Islam to the Chinese people
(3) gain commercial advantages in China
(4) obtain human rights for Chinese citizens
23 Porfirio Díaz, Francisco “Pancho” Villa, and
Emiliano Zapata are all associated with the
revolution in
(1) Haiti
(3) Bolivia
(2) Mexico
(4) Nicaragua
24 One effect of industrialization on Meiji Japan was
that it
(1) strengthened the power of the Shogunate
(2) decreased the level of pollution
(3) modernized transportation
(4) increased the number of small farms
25 What was a major cause of World War I?
(1) rebellions in colonial lands in Africa and Asia
(2) expansion of communism into western
Europe
(3) militarism in the nations of Europe
(4) inability of the League of Nations to keep the
peace
26 What was one reason that totalitarian
dictatorships gained power in Europe between
World War I and World War II?
(1) Famine and AIDS spread throughout
Europe.
(2) Trade was banned between western and
eastern Europe.
(3) Governments failed to meet the needs of the
people.
(4) Monarchies were reinstated in many nations.
The Rhodes Colossus
Source: Punch, 1892 (adapted)
Global Hist. & Geo. – Jan. ’07
[5]
[OVER]
28 The policy of appeasement helped cause World
War II because this policy
(1) reduced the armaments of major European
powers
(2) gave too much power to the United Nations
(3) increased sea trade between England and the
United States
(4) allowed the aggressive actions of Germany to
go unchecked
29 One reason for the construction of the Berlin
Wall in 1961 was to
(1) promote reunification of East Germany and
West Germany
(2) keep East Germans from fleeing to the
Western sector of Berlin
(3) complete the post–World War II rebuilding
of Berlin
(4) meet the requirements of the North Atlantic
Treaty Organization (NATO)
Global Hist. & Geo. – Jan. ’07
[6]
Base your answer to question 27 on the map below and on your knowledge of social studies.
27 The countries shown in dark gray on this map can best be described as
(1) Triple Alliance members before World War I
(2) European countries formed immediately after World War I
(3) Axis powers during World War II
(4) Common Market members after World War II
Mediterranean Sea
N
S
W
E
Source: Goldberg and DuPré, Brief Review in Global History and Geography, Prentice Hall, 2002
(adapted)
Hungary
Poland
Czech.
Y
ugoslavia
Austria
Romania
Bulgaria
Italy
Switz.
Greece
Albania
Turkey
Black Sea
Caspian
Sea
Baltic
Sea
North
Sea
Ireland
Great
Britain
Neth.
Belg.
Norway
Sweden
Finland
Estonia
Latvia
Lithuania
Ger.
Russia
Germany
France
Spain
Portugal
Sp. Morocco
ATLANTIC
OCEAN
Iceland
Denmark
0 100 200 300 miles
0
300 kilometers
Lux.
Base your answers to questions 30 and 31 on the
chart below and on your knowledge of social studies.
Source: R.W. Davies, ed., et al., The Economic
Transformation of the Soviet Union,1913–1945,
Cambridge University Press, 1994 (adapted)
30 Which policy is illustrated in this chart?
(1) pogroms
(3) Russification
(2) five-year plans
(4) nuclear arms
31 The data in this chart illustrate the
(1) benefits of foreign trade
(2) successful development of heavy industry
(3) availability of consumer goods
(4) effects of inflation on the economy
32 In China, Deng Xiaoping’s Four Modernizations
led to
(1) a decrease in industrialization
(2) a decreased interest in investments by foreign
businesses
(3) an increase in the emphasis on collective
farming
(4) an increased use of free-market practices
33 Border conflicts between India and Pakistan have
most often occurred in
(1) Kashmir
(3) Tibet
(2) East Timor
(4) Afghanistan
Base your answer to question 34 on the map below
and on your knowledge of social studies.
34 Which letter identifies the nation most closely
associated with Mohandas Gandhi?
(1) A
(3) C
(2) B
(4) D
35 One reason Mikhail Gorbachev implemented the
policies of glasnost and perestroika in the Soviet
Union was to
(1) eliminate freedom of speech and press
(2) destroy the power of the opposition party
(3) dominate the governments of Eastern Europe
(4) encourage political discussion and economic
reform
Source: American History: Historical Outline Map Book
With Lesson Ideas, Prentice Hall, 1998 (adapted)
A
C
D
E
B
N
S
W
E
ASIA
0
0 1000
1000
2000 kilometers
2000 miles
Global Hist. & Geo. – Jan. ’07
[7]
[OVER]
Industry
1932
1937
Electricity (billion kw)
13.5
36.2
Coal (million tons)
64.4
128.0
Crude Oil (million tons)
21.4
28.5
Rolled Steel (million tons)
4.4
13.0
Production Levels in the Soviet Union
(1932–1937)
Global Hist. & Geo. – Jan. ’07
[8]
36 In 2003, the United States and Great Britain invaded Iraq. At the time, which two
reasons did these allies give for this invasion?
Iraq was threatening war with Saudi Arabia.
Iraq had not had free elections for a number of years.
Iraq had oil needed by the United States and Great Britain.
Iraq was threatening to cut off oil supplies to both countries.
Iraq had weapons of mass destruction that threatened nations around the world.
Iraq sponsored world terrorism.
Iraq’s leader was responsible for the deaths of hundreds of thousands of Americans.
Iraq’s army held Americans hostage for almost a year.
Base your answer to question 37 on the graphs below and on your knowledge of social studies.
37 In 2050, which concern will the Chinese government have to address as a result of the
shift in the makeup of its population?
(1) military defense spending
(3) needs of an aging population
(2) production of consumer goods
(4) education of young people
70
60
50
40
30
20
10
0
70
10
20
30
40
50
60
0
85+
80–84
75–79
70–74
65–69
60–64
55–59
50–54
45–49
40–44
35–39
30–34
25–29
20–24
15–19
10–14
5–9
0–4
China: 2000
Male
Female
Population (in millions)
70
60
50
40
30
20
10
0
70
10
20
30
40
50
60
0
85+
80–84
75–79
70–74
65–69
60–64
55–59
50–54
45–49
40–44
35–39
30–34
25–29
20–24
15–19
10–14
5–9
0–4
China: 2050
Male
Female
Population (in millions)
Age
Age
Source: U.S. Bureau of the Census, International Data Base (adapted)
(1)
(2)
(3)
(4)
38 “‘We Blew It’: Nike Admits to Mistakes Over Child
Labor”
“UN Envoy Makes Plea for War on Global Poverty”
“International Literacy Decade Targets Women”
Which concern do these 21st-century headlines
address?
(1) higher education issues
(2) social and economic issues
(3) cultural literacy
(4) individual responsibility
39 Which problem faces many of the least
developed nations today?
(1) Too many varieties of crops are being grown.
(2) An excess of investment capital is available.
(3) High rates of illiteracy are limiting economic
development.
(4) A high-calorie diet is causing obesity.
40 Which heading best completes the partial outline
below?
I. ___________________________________
A. Surplus of food
B. Rise of cities
C. Job specialization
D. Development of new technology
(1) Results of the Fall of Rome
(2) Effects of the Neolithic Revolution
(3) Reasons for the Puritan Revolution
(4) Causes of the Bantu Migration
41 The ancient cultures of both the Incas and the
Chinese adapted to the physical geography of
their region by
(1) developing terrace farming on hillsides
(2) building chariots to protect their open plains
against invaders
(3) becoming maritime traders
(4) constructing harbors to encourage explora-
tion
42 Which factor best characterizes the art of both
ancient Greece and the Renaissance?
(1) emphasis on the human form
(2) focus on biblical themes
(3) dominance of landscape paintings
(4) influence of the West African tradition
43 Which geographic factor played the greatest role
in preventing Russia from being conquered by
both Napoleon and Adolf Hitler?
(1) deserts
(3) climate
(2) rivers
(4) mountains
44 The unification of Germany (1870–71) and the
breakup of Yugoslavia after 1991 both illustrate
the influence of
(1) imperialism
(3) westernization
(2) industrialization
(4) nationalism
45 What was a direct result of the Opium War in
19th-century China?
(1) Japan gained control of Hong Kong.
(2) Kublai Khan rose to power in China.
(3) Chinese ports were opened for trade with
European powers.
(4) Jiang Jieshi (Chiang Kai-shek) fled to Taiwan.
46 One way in which Peter the Great and Atatürk
(Mustafa Kemal) are similar is that they sought to
(1) gain a warm-water port
(2) adopt western-style reforms
(3) limit the role of women in society
(4) return to traditional values
47 Which cause-and-effect relationship is accurate?
(1) The Russian Revolution led to an absolute
monarchy.
(2) Enlightenment thoughts led to manorialism.
(3) The Black Plague led to labor shortages.
(4) The Commercial Revolution led to the
creation of traditional economies.
Global Hist. & Geo. – Jan. ’07
[9]
[OVER]
Global Hist. & Geo. – Jan. ’07
[10]
48 A major argument used to support the building of
the Suez and Panama Canals was that these
waterways would
(1) shorten trade routes
(2) strengthen command economies
(3) increase competition for trade
(4) promote the local economy
49 Which pair of leaders used political purges,
including the killing of opposition groups, as a
means of maintaining control of the government?
(1) Sun Yixian (Sun Yat-sen) and Emperor
Hirohito
(2) Joseph Stalin and Mao Zedong
(3) Simón Bolívar and Bernardo O’Higgins
(4) F. W. de Klerk and Indira Gandhi
50 Which heading best completes the partial outline
below?
I. ___________________________________
A. Market system
B. Profit incentive
C. Entrepreneurs
(1) Forms of Government
(2) Characteristics of Capitalism
(3) Structure of the Guild System
(4) Elements of Culture
Global Hist. & Geo. – Jan. ’07
[11]
[OVER]
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) describe means “to illustrate something in words or tell about it”
(b) discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail”
Part II
THEMATIC ESSAY QUESTION
Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the task
below, and a conclusion.
Theme: Human Rights Violations
The human rights of many groups have been violated at different times in various
nations and regions. Efforts by governments, groups, and individuals to resolve
these human rights violations have met with mixed results.
Task:
Select two groups who have experienced human rights violations in a specific
nation or region and for each
• Describe one historical circumstance that led to a human rights violation in the
nation or region
• Describe one example of a human rights violation in that nation or region
• Discuss the extent to which a government, a group, or an individual made an
attempt to resolve this human rights violation
You may use any group whose rights have been violated from your study of global history.
Some suggestions you might wish to consider include Christians under the Roman Empire,
indigenous peoples in Latin America, Armenians under the Ottoman Empire, Ukrainians
after the Russian Revolution, Jews in Europe, Cambodians under Pol Pot, blacks under
apartheid in South Africa, and Kurds in the Middle East.
You are not limited to these suggestions.
Do not use any human rights violations 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. ’07
[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
argument; to present in some detail”
Part III
DOCUMENT-BASED QUESTION
This question is based on the accompanying documents. It is designed to test your ability to work
with historical documents. Some of these documents have been edited for the purposes of this
question. As you analyze the documents, take into account both the source of each document and
any point of view that may be presented in the document.
Historical Context:
The French Revolution (1789–1814), which included Napoleon’s reign, is
considered a major turning point in world history. This revolution led to major
changes in France and other nations and regions of the world.
Task: Using information from the documents and your knowledge of global history,
answer the questions that follow each document in Part A. Your answers to the
questions will help you write the Part B essay, in which you will be asked to
• Discuss the political, economic, and/or social causes of the French Revolution
• Discuss how the French Revolution affected the people of France
• Discuss one impact the French Revolution had on the world outside France
NAME __________________________________________ SCHOOL ________________________
Global Hist. & Geo. – Jan. ’07
[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
. . . Powers of the king.—The King, Louis XVI, was absolute. He ruled by the divine right
theory which held that he had received his power to govern from God and was therefore
responsible to God alone. He appointed all civil officials and military officers. He made and
enforced the laws. He could declare war and make peace. He levied taxes and spent the people’s
money as he saw fit. He controlled the expression of thought by a strict censorship of speech and
press. By means of lettres de cachet (sealed letters which were really blank warrants for arrest) he
could arbitrarily imprison anyone without trial for an indefinite period. He lived in his magnificent
palace at Versailles, completely oblivious to the rising tide of popular discontent. . . .
Source: Friedman & Foner, A Genetic Approach to Modern European History,
College Entrance Book Co., 1938
1 According to this document by Friedman & Foner, what is one cause of the French Revolution? [
1
]
_____________________________________________________________________________________
_____________________________________________________________________________________
Score
Global Hist. & Geo. – Jan. ’07
[14]
Document 2
2 Based on the information in these graphs, identify one cause of the French Revolution. [
1
]
_____________________________________________________________________________________
_____________________________________________________________________________________
Source: Jackson J. Spielvogel, World History, Glencoe/McGraw-Hill, 2003 (adapted)
Population
0.5%
98%
1.5%
First Estate: Clergy
Second Estate: Nobility
Third Estate: Commoners
Government Taxation
100%
Land Ownership
65%
25%
10%
The Three Estates in Pre-Revolutionary France
Score
Document 3
July 12, 1789
. . . The 12th. Walking up a long hill, to ease my mare, I was joined by a poor woman, who
complained of the times, and that it was a sad country; demanding her reasons, she said her
husband had but a morsel of land, one cow, and a poor little horse, yet they had a franchar (42
lb.) of wheat, and three chickens, to pay as a quit-rent to one Seigneur [noble]; and four franchar
of oats, one chicken and 1 sou [small unit of money] to pay to another, besides very heavy tailles
[taxes on the land and its produce] and other taxes. She had seven children, and the cow’s milk
helped to make the soup. But why, instead of a horse, do not you keep another cow? Oh, her
husband could not carry his produce so well without a horse; and asses are little used in the
country. It was said, at present, that something was to be done by some great folks for such poor
ones, but she did not know who nor how, but God send us better, car les tailles & les droits nous
ecrasent [because the taxes and laws are crushing us]. —This woman, at no great distance, might
have been taken for sixty or seventy, her figure was so bent, and her face so furrowed [wrinkled]
and hardened by labour, — but she said she was only twenty-eight. An Englishman who has not
travelled, cannot imagine the figure made by infinitely the greater part of the countrywomen in
France; it speaks, at the first sight, hard and severe labour: I am inclined to think, that they work
harder than the men, and this, united with the more miserable labour of bringing a new race of
slaves into the world, destroys absolutely all symmetry of person [balanced proportions] and
every feminine appearance. To what are we to attribute this difference in the manners of the
lower people in the two kingdoms? To Government . . . .
Source: Miss Betham-Edwards, ed., Arthur Young’s Travels in France During
the Years 1787, 1788, 1789, G. Bell and Sons (adapted)
3 Based on this document of Arthur Young’s travels, state one reason the French peasants were dissatisfied
with their life during this period of French history. [
1
]
_____________________________________________________________________________________
_____________________________________________________________________________________
Global Hist. & Geo. – Jan. ’07
[15]
[OVER]
Score
Document 4
The French Revolution
4 Based on this chart, identify two political changes that occurred during the French Revolution. [
2
]
(1)__________________________________________________________________________________
__________________________________________________________________________________
(2)__________________________________________________________________________________
__________________________________________________________________________________
Date
Ruling Government
Changes
1789–1791
National Assembly
• Constitutional monarchy established
• Feudalism abolished
• Declaration of the Rights of Man and the
Citizen adopted
1791–1792
Legislative Assembly
• Constitutional monarchy undermined
• Mob forced king to flee to the safety of
the Legislative Assembly
• War declared against Austria and Prussia
1792–1795
The First Republic and
The Convention
• France declared a Republic (Sept. 1792)
• France ruled by Committee of Public
Safety
• Radicals (Jacobins) overcame moderates
(Girondins)
• Terror used to execute “enemies of the
regime”
• Robespierre executed
1795–1799
The Directory
• Five directors ruled as executive
• Coups d’état attempted by radical and
conservative forces
• Napoleon overthrew the government in a
coup d’état (Nov. 1799)
Global Hist. & Geo. – Jan. ’07
[16]
Score
Score
Global Hist. & Geo. – Jan. ’07
[17]
[OVER]
Document 5
The Declaration of the Rights of Man and the Citizen
Article 1 – Men are born and remain free and equal in rights. Social distinctions may be based
only on considerations of the common good. . . .
Article 4 – Liberty consists in being able to do anything that does not harm others: thus, the
exercise of the natural rights of every man has no bounds other than those that ensure to the
other members of society the enjoyment of these same rights. These bounds may be determined
only by Law. . . .
Article 6 – The Law is the expression of the general will. All citizens have the right to take part,
personally or through their representatives, in its making. It must be the same for all, whether it
protects or punishes. All citizens, being equal in its eyes, shall be equally eligible to all high
offices, public positions and employments, according to their ability, and without other
distinction than that of their virtues and talents. . . .
Article 11 – The free communication of ideas and of opinions is one of the most precious rights
of man. Any citizen may therefore speak, write and publish freely, except what is tantamount
[equivalent] to the abuse of this liberty in the cases determined by Law. . . .
Source: The Declaration of the Rights of Man and the Citizen
5 Based on this excerpt from The Declaration of the Rights of Man and the Citizen, state two ways the
National Assembly attempted to redefine the relationship between the individual and the government. [
2
]
(1)__________________________________________________________________________________
__________________________________________________________________________________
(2)__________________________________________________________________________________
__________________________________________________________________________________
Score
Score
Global Hist. & Geo. – Jan. ’07
[18]
Document 6
Helen Williams was a foreigner living in Paris in 1793. She sympathized with those who wanted France to
form a republic. She was arrested because her views differed from the views of those in power.
. . . After two months in our new prison, we were released. A young Frenchman, who has since
married my sister, managed to get us released by haunting all the officials he could find and
finally by begging the release from Chaumette, the procurer of the Paris Commune, and a tyrant.
So we were free but were watched. We could see very few people and went out little, and yet it
was a sort of liberty. We feared to go out, in case, without realizing it, we committed some
transgression [offense] that would lead to being arrested again. We hardly spoke to anyone, for
there were spies everywhere, and we jumped at each knock at the door, fearing arrest. For the
prisons were growing more crowded daily, and more and more were going to the scaffold as the
Reign of Terror tightened its hold. “Suspicion” was now a warrant for imprisonment, and
conspiracy and murder were in the air. One man was arrested because he “looked” noble,
another because a total stranger swore that he supported monarchy. Some were arrested for
having been rich, others for being clever. Many who were arrested asked for the reason in vain.
And the numbers of executions rose, and the horrors increased, and the stories of both courage
and cowardice were passed from home to home. Yet it seemed to me that there was more
courage than cowardice to be found, which gave us hope for humanity even in these dark days.
Soon after our release from prison, we decided to move from the center of the town to a house
in the most remote part of the faubourg [suburb], Saint Germain. Our new home was but a few
moments walk from the countryside. But although we were close, we did not dare to walk there.
The parks and woods that surrounded us and had once belonged to royalty were now haunted
by revolutionaries, despots, police spies, even the conspirators themselves on occasion. So we
walked in the common fields near our house, where people put their animals to graze. I have no
words to describe how reluctantly we returned from our walks to Paris, that den of carnage, that
slaughterhouse of man. The guillotine was claiming both the innocent and the guilty alike, and
at such a rate that the gutters seemed to stream with blood. And just when it seemed that things
could get no worse, when you thought it was not possible to increase the stream of people
flowing to the scaffold, you were proved wrong, and the pace of the flow quickened even
more. . . .
Source: Jane Shuter, ed., Helen Williams and the French Revolution, Raintree Steck-Vaughn Publishers
(adapted)
6 According to Helen Williams, what is one impact the Reign of Terror had on the people of Paris in
1793? [
1
]
_____________________________________________________________________________________
_____________________________________________________________________________________
Score
Global Hist. & Geo. – Jan. ’07
[19]
[OVER]
Document 7
. . . By 1799, however, Frenchmen had had the experience of enjoying, at least in theory,
freedom of speech and freedom of the press. Education had been reorganized along the lines
which it still follows in most modern states—free, compulsory, universal, and secular. The
Revolution had given rise to an extensive, if not always great, periodical press. Lack of
opportunities had yielded to the “careers open to talents” already mentioned, and such talents
were encouraged and brought to fruition through public prizes, state patronage, and similar
devices. Moreover, while there had been few museums and libraries prior to 1789, the
revolutionaries established many more, planned still additional ones, and endeavored to
integrate them with the educational system. . . .
Source: John Hall Stewart, ed., A Documentary Survey of the French Revolution, Macmillan
7 According to John Hall Stewart, what is one change brought about by the French Revolution by 1799? [
1
]
_____________________________________________________________________________________
_____________________________________________________________________________________
Score
Document 8
. . . The lasting quality of Napoleon’s reforms outside France was in direct ratio to the length
of time French control had been in effect and to the weakness of the local governments. In the
areas annexed before 1804, the Revolutionary changes were put into effect as a whole. Italy was
more profoundly transformed than any other part of Europe. The stronger the local governments
were, the more able they were to overthrow Napoleonic institutions after his military defeat. But
only rarely did the reaction upset the civil principles which to Napoleon were so important. Even
in Naples King Ferdinand did not abolish the Civil Code or re-establish feudal rights when he
returned. All the reactionary forces of Europe combined were not strong enough to restore
things as they had been before the outbreak of the French Revolution. They could not, in
particular, undo the many-faceted social change that had been set in motion. . . .
Source: Robert B. Holtman, The Napoleonic Revolution, J.B. Lippincott Company, 1967
8 According to Robert B. Holtman, what is one impact the French Revolution and Napoleon’s reforms had
on a nation or region outside France? [1]
_____________________________________________________________________________________
_____________________________________________________________________________________
Global Hist. & Geo. – Jan. ’07
[20]
Score
Global Hist. & Geo. – Jan. ’07
[21]
[OVER]
Document 9
The Ambiguous Legacy of the Revolution
. . . However, the majority of Europeans and non-Europeans came to see the Revolution as much
more than a bloody tragedy. These people were more impressed by what the Revolution
accomplished than by what it failed to do. They recalled the Revolution’s abolition of serfdom,
slavery, inherited privilege, and judicial torture; its experiments with democracy; and its opening
of opportunities to those who, for reasons of social status or religion, had been traditionally
excluded.
One of the most important contributions of the French Revolution was to make revolution part
of the world’s political tradition. The French Revolution continued to provide instruction for
revolutionaries in the 19th and 20th centuries, as peoples in Europe and around the world sought
to realize their different versions of freedom. Karl Marx would, at least at the outset, pattern his
notion of a proletarian revolution on the French Revolution of 1789. And 200 years later Chinese
students, who weeks before had fought their government in Tiananmen Square, confirmed the
contemporary relevance of the French Revolution when they led the revolutionary bicentennial
parade in Paris on July 14, 1989. . . .
Source: Thomas E. Kaiser, University of Arkansas, encarta.msn.com/encyclopedia
9a According to Thomas E. Kaiser, what is one change that resulted within France from the French
Revolution? [
1
]
_____________________________________________________________________________________
_____________________________________________________________________________________
b According to Thomas E. Kaiser, what are two effects the French Revolution had outside France? [
2
]
(1)__________________________________________________________________________________
__________________________________________________________________________________
(2)__________________________________________________________________________________
__________________________________________________________________________________
Score
Score
Score
Global Hist. & Geo. – Jan. ’07
[22]
Part B
Essay
Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion.
Use evidence from at least five documents to support your response.
Historical Context:
The French Revolution (1789–1814), which included Napoleon’s reign, is
considered a major turning point in world history. This revolution led to major
changes in France and other nations and regions of the world.
Task: Using the information from the documents and your knowledge of global history,
write an essay in which you
• Discuss the political, economic, and/or social causes of the French Revolution
• Discuss how the French Revolution affected the people of France
• Discuss one impact the French Revolution had on the world outside France
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 conclusion that
are beyond a restatement of the theme
FOR TEACHER USE ONLY
Part I Score
Part III A Score
Total Part I and III A Score
Part II Essay Score
Part III B Essay Score
Total Essay Score
Final Score
(obtained from conversion chart)
The University of the State of New York
R
EGENTS
H
IGH
S
CHOOL
E
XAMINATION
GLOBAL HISTORY
AND GEOGRAPHY
Tuesday, January 23, 2007 — 9:15 a.m. to 12:15 p.m., only
ANSWER SHEET
Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Sex: I Female
Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Write your answers for Part I on this answer sheet, write your answers to
Part III A in the test booklet, and write your answers for Parts II and III B in the
separate essay booklet.
No.
Right
T
ear Here
T
ear Here
Part I
1.........
26.........
2.........
27.........
3.........
28.........
4.........
29.........
5.........
30.........
6.........
31.........
7.........
32.........
8.........
33.........
9.........
34.........
10.........
35.........
11.........
36.........
12.........
37.........
13.........
38.........
14.........
39.........
15.........
40.........
16.........
41.........
17.........
42.........
18.........
43.........
19.........
44.........
20.........
45.........
21.........
46.........
22.........
47.........
23.........
48.........
24.........
49.........
25.........
50.........
I Male
The declaration below should be signed when you have completed the examination.
I do hereby affirm, at the close of this examination, that I had no unlawful knowledge of the questions or answers prior to the examination and
that I have neither given nor received assistance in answering any of the questions during the examination.
____________________________________________________________
Signature
T
ear Here
T
ear Here
Global Hist. & Geo. – Jan. ’07
REGENTS IN GLOBAL HISTORY AND GEOGRAPHY
REGENTS IN GLOBAL HISTOR
Y AND GEOGRAPHY
Posted by at

No comments:

Post a Comment

Subscribe to: Post Comments (Atom)