Tuesday, June 12, 2007

GLOBAL REGENTS JUNE 2005


Page 1
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
GLOBAL HISTORY
AND GEOGRAPHY
Tuesday, June 21, 2005 — 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 During which period did the domestication of
animals and growing of crops first occur?
(1) Iron Age
(2) Old Stone Age
(3) Neolithic Revolution
(4) Scientific Revolution
Base your answer to question 2 on the statements
below and on your knowledge of social studies.
• The fertile soil of river valleys allowed early
civilizations to develop and flourish.
• In the 1500s and 1600s, control of the Strait of
Malacca determined who traded in the Spice
Islands.
• Because Japan is an island that is mostly moun-
tainous, people live in densely populated areas
along the coast.
2 Which conclusion is best supported by these
statements?
(1) Major urban centers are found only along
rivers.
(2) The geography of a nation or region influ-
ences its development.
(3) Without mountains and rivers, people cannot
develop a culture.
(4) The spread of new ideas is discouraged by
trade and conquest.
3 Which statement about cultural diffusion in Asia
is most accurate?
(1) Byzantine traders brought the Justinian Code
to China.
(2) Roman legions introduced Christianity to
India.
(3) Indian monks brought Islam to the Middle
East.
(4) Chinese ideas and practices spread into
Korea and Japan.
4 Which statement about Greek civilization is an
opinion rather than a fact?
(1) Boys in Sparta were trained to be soldiers.
(2) Athens had a better culture than that of
Sparta.
(3) Socrates, Plato, and Aristotle were Greek
philosophers.
(4) Many adults in Athens did not have the right
to vote.
Base your answers to questions 5 and 6 on the
diagram below and on your knowledge of social
studies.
5 Which concept is illustrated in the diagram?
(1) manorialism
(3) caste
(2) apartheid
(4) encomienda
6 Which religion or belief system is most closely
associated with the social class system illustrated
in the diagram?
(1) Hinduism
(3) Catholicism
(2) Daoism
(4) animism
Global Hist. & Geo. – June ’05
[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.
7 The technology of papermaking traveled from China to Baghdad along the
(1) Saharan caravan trails
(3) Silk Roads
(2) Trans-Siberian Railway
(4) Suez Canal
8 “. . . Let the king and his ministers labor with a
mutual sympathy, saying, ‘We have received the
decree of Heaven and it shall be great as the long-
continued years of Hsia; yea, it shall not fail of the
long-continued years of Yin.’ I wish the king,
through the attachment of the lower people, to
receive the long-abiding decree of Heaven. . . .”
— Clae Waltham, ed., Shu Ching, Book of History,
Henry Regnery Company
Which concept is being referred to in this
passage?
(1) dynastic cycle
(3) natural rights
(2) matriarchal society
(4) monotheism
9 The religious terms Four Noble Truths, Eightfold
Path, and nirvana are most closely associated with
(1) Judaism
(3) Shintoism
(2) Islam
(4) Buddhism
10 The Golden Age of Muslim culture was best known
for its
(1) attempts to colonize North America
(2) frequent conflicts between Christians and
Jews
(3) advances in mathematics, science, and
medicine
(4) policies to reduce trade between the Middle
East and China
11 The Commercial Revolution helped lead to the
Industrial Revolution because during the Com-
mercial Revolution
(1) the barter system was instituted
(2) new forms of business were developed
(3) socialism was introduced to Europe
(4) subsistence agriculture was promoted
Global Hist. & Geo. – June ’05
[3]
[OVER]
Loulan
(300s)
CENTRAL CHINA
(100s BC)
Dunhuang
(366 and later)
JAPAN
(619)
KOREA
(ca. 600)
Pendzhikent
(722–23)
Samarkand
(before 700)
IRAN
(700s)
Baghdad
(ca. 750)
Cairo/Fustat
(900s)
Damascus
(ca. 800)
Kairouan
(1000s)
Fez
(ca. 1100)
MEXICO
(1575)
Pennsylvania
(1690)
Moscow
(1578)
POLAND
(1491)
ENGLAND
(1494)
Nuremberg
(1390)
Fabriano
(1268)
Játiva
(1056)
Troyes
(1328)
Dordrecht
(1322)
Source: Aramco World, May/June, 1999 (adapted)
Base your answer to question 7 on the map below and on your knowledge of social studies.
Global Hist. & Geo. – June ’05
[4]
KHMER
EMPIRE
Moscow
Lake Balkhash
Aral
Sea
Samarkand
TIBET
Lhasa
Chongqing
Guangzhou
Chengdu
Helin
(Karakorum)
L
i
a
o
Ob
Lake Baikal
Beijing
SULTANATE OF DELHI
BURMA
South China Sea
C
a
s
p
i
a
n
S
e
a
Sea of Japan
East China Sea
PHILIPPINE
ISLANDS
Liuqiu Is.
J
a
p
a
n
1
2
8
1
1274
JAPAN
Gulf of Siam
J
a
v
a
1
2
9
2
Bay of Bengal
Extent of Mongol conquest
under Genghis Khan
0
0
150
600
1200 km
450
750 mi
Mongol Areas of Influence
H
u
a
ng H
e
Cha
n
g
J
i
a
n
g
Source: John K. Fairbank, China: A New History, Harvard University Press, 1992 (adapted)
Yuan Empire under Kublai Khan
Mongol expeditions under Kublai Khan
Extent of Mongol influence
by 1280
Base your answer to question 12 on the map below and on your knowledge of social studies.
12 Which statement about the Mongols is supported by the information in the map?
(1) The Yuan dynasty kept China isolated from outside influence.
(2) Most of the Chinese people lived in the river valleys.
(3) Kublai Khan and Genghis Khan extended Mongol influence to other parts of Asia.
(4) The city of Samarkand was part of the Yuan Empire.
13 What is meant by Machiavelli’s belief that “the
end justifies the means”?
(1) Leaders may use any method to achieve what
is best for the state.
(2) The general public always acts in its own best
interest.
(3) Pleasing all of the people at any given time is
possible.
(4) Leaders must always act for the common
good.
14 Venice in Europe, Mogadishu in Africa, and
Canton in China emerged during the 13th cen-
tury primarily as important centers of
(1) agriculture
(3) manufacturing
(2) trade
(4) mining
Global Hist. & Geo. – June ’05
[5]
[OVER]
15 What was one influence of Mongol rule on the
history of Russia?
(1) Contact with kingdoms in western Europe
greatly increased.
(2) The Chinese writing system was introduced
and adopted.
(3) Most Russians converted from Orthodox
Christianity to Islam.
(4) Russian leaders adopted the idea of strong,
centralized control of the empire.
16 • Timbuktu is known as a great center of learning
and trade.
• Walls of Great Zimbabwe reveal a powerful and
rich society.
• Complex culture produces brass sculptures in
Benin.
What generalization can be made on the basis of
these statements?
(1) Religious beliefs were the most important
element in many African societies.
(2) Some African societies achieved a high level
of economic and cultural development.
(3) North African societies were more advanced
than South African societies.
(4) Most African societies were hundreds of
years behind Asian societies in using
technology.
17 The major reason that Portugal and Spain
established water routes to Asia’s spice markets
was to
(1) experiment with new technology such as the
astrolabe and sextant
(2) provide jobs for navigators, cartographers,
and shipbuilders
(3) avoid the overland routes that were
controlled by Muslim traders
(4) discover new continents, plants, and animals
18 The Magna Carta can be described as a
(1) journal about English feudal society
(2) list of feudal rights that limited the power of
the English monarchy
(3) census of all tax-paying nobility in feudal
England
(4) statement of grievances of the middle class in
England
Base your answer to question 19 on the map below
and on your knowledge of social studies.
19 Which conclusion about the Inca city of Macchu
Picchu can be drawn from the map?
(1) Religious activities were prohibited in this
city.
(2) The city was a ceremonial site, not a place of
permanent settlement.
(3) Community planning and an organized way
of life are not evident in this city.
(4) The city had a government with laws,
leadership, and a military force.
Global Hist. & Geo. – June ’05
[6]
20 Which diagram shows the correct social hierarchy
of Spain’s colonial empire in the Western Hemi-
sphere?
21 Philosophers of the Enlightenment period be-
lieved that society could best be improved by
(1) relying on faith and divine right
(2) borrowing ideas from ancient Greece and
Rome
(3) applying reason and the laws of nature
(4) studying the practices of successful leaders
22 Which geographic feature made it difficult to
unify South America?
(1) Andes Mountains
(2) Straits of Magellan
(3) Gulf of Mexico
(4) Argentinian pampas
23 Laissez-faire economists of the 19th century
argued that
(1) the government should regulate the economy
and foreign trade
(2) individuals should be allowed to pursue their
self-interest in a free market
(3) governments should develop a state-run
banking system to prevent instability
(4) anarchy would result if universal male
suffrage was granted
Base your answer to question 24 on the map below
and on your knowledge of social studies.
24 Which conclusion is best supported by the
information on the map?
(1) England’s natural resources led to the growth
of industrial cities.
(2) In 1830, England had an unfavorable balance
of trade.
(3) Great Britain’s prosperity unified the people.
(4) People emigrated from Great Britain because
of pollution.
25 Where did Karl Marx predict a revolution of the
proletariat would occur first?
(1) industrial Europe
(2) independent Latin America
(3) colonial Africa
(4) agricultural Russia
Cities of 100,000 to 300,000 people
Cities of over 300,000 people
Iron ore deposits
0
200
kilometers
100 miles
0
Source: Beers, World History: Patterns of Civilization,
1983 (adapted)
SCOTLAND
IRELAND
ENGLAND
W
ALES
FRANCE
Plymouth
Portsmouth
Eng
lis
h
C
ha
n
n
el
North
Sea
Bristol
London
Birmingham
Cardiff
Sheffield
Leeds
Manchester
Liverpool
Newcastle
Edinburgh
Glasgow
The Industrial Revolution
in Great Britain About 1830
Coal fields
peninsulares
mestizos/mulattoes
Africans/natives
creoles
natives
peninsulares
mestizos/mulattoes
Africans/creoles
( 1 )
( 2 )
( 3 )
( 4 )
peninsulares
creoles
mestizos/mulattoes
Africans/natives
creoles
mestizos/mulattoes
Africans/natives
peninsulares
Global Hist. & Geo. – June ’05
[7]
[OVER]
26 Which statement best expresses the Western
perspective regarding Rudyard Kipling’s “white
man’s burden”?
(1) Europeans should preserve traditional cul-
tures in Africa and Asia.
(2) Europeans must protect existing African and
Asian economies.
(3) Europeans suffered great hardships in
exploring new trade routes to Asia.
(4) Europeans had a duty to introduce the
benefits of their civilization to non-European
peoples.
Base your answer to question 27 on the diagram
below and on your knowledge of social studies.
27 Which phrase correctly completes this diagram?
(1) Chinese exports of tea to Europe
(2) Spread of Confucian principles
(3) Failure of the Boxer Rebellion
(4) Expanding power of Mao Zedong
28 The movement started by journalist Theodor
Herzl to promote an independent Jewish state in
Palestine is referred to as
(1) the Reconquista
(3) Utopianism
(2) the Diaspora
(4) Zionism
29 The success of the women’s suffrage movement
in 20th-century Europe resulted in part from
women
(1) holding high political offices
(2) working in factories during World War I
(3) being encouraged to have large families
(4) serving in combat positions during World War I
30 “. . . A free, open-minded, and absolutely
impartial adjustment of all colonial claims, based
upon a strict observance of the principle that in
determining all such questions of sovereignty the
interests of the populations concerned must have
equal weight with the equitable claims of the
government whose title is to be determined. . . .”
— President Woodrow Wilson’s Fourteen Points,
1918
This statement held appeal for nationalists in
areas under colonial control because it suggested
(1) national self-determination
(2) economic development
(3) a system of alliances
(4) protection from terrorists
31 In the 1920s and 1930s, Mustafa Kemal Atatürk
changed the Turkish government by
(1) introducing democratic reforms
(2) increasing the power of the sultan
(3) supporting absolutism
(4) incorporating religious teachings into civil law
32 Fascist leaders in Italy and Germany came to
power in the 1920s and 1930s because they
(1) supported the League of Nations
(2) exploited economic hardships to gain popular
support
(3) resisted all forms of extreme nationalism
(4) maintained political traditions
33 How did geography affect both Napoleon’s
invasion and Hitler’s invasion of Russia?
(1) Deserts made invasion possible.
(2) The climate created obstacles to success.
(3) The tundra enabled the movements of troops.
(4) Warm-water ports prevented the flow of
supplies.
34 The Armenian massacre, the Holocaust, and the
Rape of Nanking are examples of
(1) appeasement policies
(2) resistance movements
(3) Russification efforts
(4) human rights violations
35 During the Indian independence movement,
many Muslims in India demanded a separate
state of Pakistan to
(1) remain under British control
(2) prevent future invasions from Afghanistan
and China
(3) address concerns about their status as a re-
ligious minority
(4) protect the sacred rivers, the Indus and the
Ganges
Base your answer to question 36 on the stamp
below and on your knowledge of social studies.
36 This commemorative stamp was issued 50 years
after the Marshall Plan. George Marshall was hon-
ored because he had
(1) insisted that Germany and the other Axis
Powers pay for starting World War II
(2) proposed economic aid from the United
States to rebuild the economies of European
nations
(3) formed the European Union so that Western
Europe could rebuild its own economy
(4) encouraged Western European nations to
accept aid from the Soviet Union
37 What was a major cause of the civil wars in many
Central American nations in the 1970s and
1980s?
(1) economic differences between social classes
(2) end of slavery in the encomienda system
(3) rapid economic reform
(4) oil production policies
38 One way in which Lech Walesa, Mikhail
Gorbachev, and Nelson Mandela are similar is
that each
(1) led the people of his nation toward a more
democratic government
(2) fought for power for the black majority over
the white minority
(3) worked to end communism in his country
(4) refused to participate in the United Nations
39 • Creation of NATO (North Atlantic Treaty
Organization) and the Warsaw Pact
• Construction of the Berlin Wall
• Cuban missile crisis
These events are most closely associated with
(1) World War I
(2) World War II
(3) the Cold War
(4) the Persian Gulf War
40 The activities of Mother Teresa are most closely
associated with
(1) democracy and political freedom
(2) industrialization and open markets
(3) nationalism and independence movements
(4) the needs of the poor and health care
41 • Chernobyl experiences nuclear disaster.
• Chlorofluorocarbons (CFC) deplete the ozone
layer.
• Rivers and seas are polluted throughout the
world.
Which conclusion can best be drawn from these
statements?
(1) Modern technology can have serious negative
effects.
(2) Today’s environment renews itself.
(3) Only developing nations have environmental
problems.
(4) Most environmental problems originate in
Europe.
Global Hist. & Geo. – June ’05
[8]
Global Hist. & Geo. – June ’05
[9]
[OVER]
Base your answer to question 42 on the cartoon
below and on your knowledge of social studies.
42 What is the main idea of this political cartoon?
(1) Only the United States and Africa are af-
fected by a lack of food.
(2) Pollution is often the cause of famine.
(3) The governments in Africa are unconcerned
about the lack of food for their people.
(4) Reading about world famine is different from
experiencing it.
43 One way in which Iran’s Ayatollah Khomeini and
Afghanistan’s Taliban were similar is that they each
(1) established an Islamic state
(2) sponsored a United Nations Conference on
Women’s Rights
(3) joined the Organization of Petroleum Ex-
porting Countries (OPEC)
(4) incorporated communist doctrine into their
government
44 Which factor is most responsible for the inter-
national importance of the Middle East?
(1) innovative political and social reforms
(2) superior weapons technology
(3) vital natural resources in a strategic location
(4) advanced scientific and industrial develop-
ment
45 “. . . A place more destitute of all interesting
objects than Manchester, it is not easy to
conceive. In size and population it is the second
city in the kingdom, containing above fourscore
thousand [80,000] inhabitants. Imagine this
multitude crowded together in narrow streets,
the houses all built of brick and blackened with
smoke; frequent buildings among them as large
as convents, without their antiquity, without their
beauty, without their holiness; where you hear
from within, as you pass along, the everlasting din
of machinery; and where when the bell rings it is
to call wretches to their work instead of their
prayers, . . . ”
— Robert J. Southey, Letters from England, 1807
The conditions described in this passage oc-
curred during the
(1) Age of Discovery
(2) Renaissance
(3) Industrial Revolution
(4) Green Revolution
46 Which heading best completes the partial outline
below?
I. ______________________________
A. Fall of Constantinople
B. Voyages of Columbus
C. Posting of Martin Luther’s Ninety-
five Theses
D. Collapse of communism in the
Soviet Union
(1) Importance of Revolution
(2) War and Rebellion
(3) Turning Points in History
(4) Effects of Economic Change
Source: Steve Sack, Minneapolis Star and Tribune, 1983
48 A common element in the movements for
German unification, Italian unification, and
Indian independence was the
(1) support of the Catholic Church
(2) strength of nationalist leaders
(3) mediation of the League of Nations
(4) existence of democratic institutions
49 Which leader is most closely associated with the
use of civil disobedience in a struggle to end
colonial rule?
(1) Momar Khadafi
(3) Ho Chi Minh
(2) Saddam Hussein
(4) Mohandas Gandhi
50 One similarity between the Reign of Terror
during the French Revolution and the Cultural
Revolution in China was that both
(1) limited the power of absolute leaders
(2) illustrated the power of public opinion in
forming national policy
(3) established social stability and economic
growth
(4) used violent methods to eliminate their
opponents
Global Hist. & Geo. – June ’05
[10]
47 The routes shown on the map reflect Atlantic trade during the
(1) Hellenistic Period
(3) Early Middle Ages
(2) Roman Empire
(4) Age of Mercantilism
NORTH
AMERICA
SOUTH
AMERICA
AFRICA
EUROPE
N
S
E
W
WEST INDIES
WHALE OIL,
FURS, IRON, LUMBER,
GINGER
MANUF
ACTURED GOODS
M
A
NUF
A
CTUR
ED
G
O
OD
S
MEAT, FISH, LUMBER, RUM, GRAIN
SILK, RICE, INDIGO, T
OBACCO
SUG
AR
, M
OLASSES, FRUIT
RUM
SLAVES
SLAVES, SUGAR
, M
OLASSES
SLAVES, M
OLASSES
FIS
H
, G
R
A
IN
, LU
M
B
E
R
,
LIV
ESTO
C
K
, FLO
U
R
SLAVES
Source: Goldberg and DuPré, Brief Review in Global History and Geography, Prentice Hall,
2004 (adapted)
W
I
N
E
,
F
R
U
I
T
Atlantic Trade Routes
Base your answer to question 47 on the map below and on your knowledge of social studies.
Global Hist. & Geo. – June ’05
[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: Global Problems
Throughout history, global problems have posed major challenges for
nations and regions.
Task:
Select two different global problems and for each
• Describe one major cause of the global problem
• Discuss one effect of the global problem on a specific nation or region
You may use any global problem from your study of global history. Some suggestions you
might wish to consider include environmental pollution, desertification, deforestation,
overpopulation, refugees, spread of disease, international drug trafficking, and ethnic
conflicts.
You are not limited to these suggestions.
Do not describe problems in the United States although the discussion
of the effect of the global problem could involve the United States.
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. – June ’05
[12]
In developing your answer to Part III, be sure to keep this general definition in mind:
discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail”
Part III
DOCUMENT-BASED QUESTION
This question is based on the accompanying documents. It is designed to test your ability to work
with historical documents. Some of the documents have been edited for the purposes of the
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:
Throughout history, many different reasons for wars exist. These wars have led to
both expected and unexpected outcomes.
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 economic, social, and/or political reasons for wars
• Discuss the expected outcomes and the unexpected outcomes of wars
NAME __________________________________________ SCHOOL ________________________
Global Hist. & Geo. – June ’05
[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
. . . Though the great princes were apt to remain aloof, western knights responded readily to the
appeal of the holy war. Their motives were in part genuinely religious. They were ashamed to
continue fighting amongst themselves; they wanted to fight for the Cross. But there was also a
land-hunger to incite them, especially in northern France, where the practice of primogeniture
[eldest son inherited all] was being established. As a lord grew unwilling to divide his property
and its offices, now beginning to be concentrated round a stone-built castle, his younger sons had
to seek their fortunes elsewhere. There was a general restlessness and taste for adventure in the
knightly class in France, most marked among the Normans, who were only a few generations
removed from nomadic freebooters. The opportunity for combining Christian duty with the
acquisition of land in a southern climate was very attractive. The Church had reason to be
pleased with the progress of the movement. Could it not be applied also to the eastern frontier
of Christendom? . . .
Source: Steven Runciman, A History of the Crusades, Cambridge University Press, 1951
1 According to this document, state one reason European knights and soldiers joined the Crusades. [
1
]
____________________________________________________________________________________
____________________________________________________________________________________
Score
Global Hist. & Geo. – June ’05
[14]
Document 2
. . . One positive, undisputed result of the Crusades was a greatly expanded knowledge of
geography gained by the West. With the coming of such vast hordes of invaders from all points
of Europe, the veil of the “mysterious East” had been lifted for good. . . .
The Arab builders learned much about military masonry from the Crusaders who had brought
this knowledge from Normandy and Italy. In constructing the famed Citadel of Cairo, Saladin
had taken some of the features of Crusaders’ castles he had observed up and down the Levant
[lands of the Eastern Mediterranean]. Then, when the great cathedrals of Europe began to rise
in a somewhat later period, their builders installed windows of stained glass made with a
technique which had originated with the ancient Phoenicians of Syria and passed along by
Syrian Arabs to Europeans living in the East. . . .
From a purely military point of view, the Crusades must be written off as a failure for the
West, because, after changing hands so many times, the territory comprising the Christian
Kingdom of Jerusalem reverted [returned] to the Moslems [Muslims] for good. But during that
two-century struggle between East and West, it is plain now that each side made major
contributions to the culture of the other. That vast interchange let in a few rays of light over a
darkened Europe, and removed for good the wall of ignorance that had always existed between
Europe and Asia. . . .
Source: “Legacy of the Crusades,” Aramco World, VII, May 1956
2a According to this document, what was one positive, unexpected outcome of the Crusades on Western
civilization? [
1
]
___________________________________________________________________________________
___________________________________________________________________________________
b According to this document, what was one positive, unexpected outcome of the Crusades on Muslim
[Moslem] civilization? [
1
]
___________________________________________________________________________________
___________________________________________________________________________________
c Based on this document, state one reason the West was disappointed with the outcome of the
Crusades. [
1
]
___________________________________________________________________________________
___________________________________________________________________________________
Score
Score
Score
Global Hist. & Geo. – June ’05
[15]
[OVER]
Document 3
3 According to this diagram, what were two reasons for World War I? [
1
]
(1) ___________________________________________________________________________________
(2) ___________________________________________________________________________________
Score
Source: Kime and Stich, Global History and Geography STAReview, N & N, 2003
Global Hist. & Geo. – June ’05
[16]
Document 4
Selected Articles from the Treaty of Versailles (June 28, 1919)
Article 45:
As compensation for the destruction of the coal-mines in the north of France and
as part payment towards the total reparation due from Germany for the damage
resulting from the war, Germany cedes [gives] to France in full and absolute
possession, with exclusive rights of exploitation, unencumbered and free from all
debts and charges of any kind, the coal-mines situated in the Saar Basin . . .
Article 119:
Germany renounces [surrenders] in favour of the Principal Allied and Associated
Powers all her rights and titles over her oversea[s] possessions. . . .
Article 231:
The Allied and Associated Governments affirm [acknowledge] and Germany
accepts the responsibility of Germany and her allies for causing all the loss and
damage [for World War I] to which the Allied and Associated Governments and
their nationals have been subjected as a consequence of the war imposed upon
them by the aggression of Germany and her allies. . . .
Source: Versailles Treaty
4a According to this document, how was France repaid for losses suffered during World War I? [
1
]
____________________________________________________________________________________
____________________________________________________________________________________
b According to this document, what was a consequence of World War I for Germany? [
1
]
____________________________________________________________________________________
____________________________________________________________________________________
Score
Score
Global Hist. & Geo. – June ’05
[17]
[OVER]
Document 5
. . . State frontiers are established by human beings and may be changed by human beings.
The fact that a nation has acquired an enormous territorial area is no reason why it should hold
that territory perpetually [forever]. At most, the possession of such territory is a proof of the
strength of the conqueror and the weakness of those who submit to him. And in this strength
alone lives the right of possession. If the German people are imprisoned within an impossible
territorial area and for that reason are face to face with a miserable future, this is not by the
command of Destiny, and the refusal to accept such a situation is by no means a violation of
Destiny’s laws. For just as no Higher Power has promised more territory to other nations than to
the German, so it cannot be blamed for an unjust distribution of the soil. The soil on which we
now live was not a gift bestowed by Heaven on our forefathers. But they had to conquer it by
risking their lives. So also in the future our people will not obtain territory, and therewith the
means of existence, as a favour from any other people, but will have to win it by the power of a
triumphant sword. . . .
Source: Adolf Hitler, Mein Kampf, Hurst and Blackett Ltd.
5 According to this document, what was one reason Adolf Hitler felt war was necessary? [
1
]
____________________________________________________________________________________
____________________________________________________________________________________
Score
Global Hist. & Geo. – June ’05
[18]
Document 6
The Yalta Conference of the heads of the governments of the United States of America, the United
Kingdom, and the Union of Soviet Socialist Republics (Soviet Union) which took place February 4 –11,
1945 came to these conclusions.
DECLARATION ON LIBERATED EUROPE
. . . The establishment of order in Europe and the re-building of national economic life must be
achieved by processes which will enable the liberated peoples to destroy the last vestiges [remains]
of Nazism and Fascism and to create democratic institutions of their own choice. This is a principle
of the Atlantic Charter — the right of all peoples to choose the form of government under which
they will live — the restoration of sovereign rights and self-government to those peoples who have
been forcibly deprived of them by the aggressor nations. . . .
POLAND
. . . A new situation has been created in Poland as a result of her complete liberation by the Red
Army. This calls for the establishment of a Polish Provisional Government which can be more
broadly based than was possible before the recent liberation of the Western part of Poland. The
Provisional Government which is now functioning in Poland should therefore be reorganised on
a broader democratic basis with the inclusion of democratic leaders from Poland itself and from
Poles abroad. This new Government should then be called the Polish Provisional Government
of National Unity. . . .
Source: Protocol of the Proceedings of the Crimea (Yalta) Conference, February, 1945 (adapted)
6 According to the Yalta Conference, state two ways Europe was expected to change as a result of World
War II. [
2
]
(1) ___________________________________________________________________________________
____________________________________________________________________________________
(2) ___________________________________________________________________________________
____________________________________________________________________________________
Score
Score
Global Hist. & Geo. – June ’05
[19]
[OVER]
Document 7
. . . Our objectives in the Persian Gulf are clear, our goals defined and familiar:
• Iraq must withdraw from Kuwait completely, immediately and without condition.
• Kuwait’s legitimate government must be restored.
• The security and stability of the Persian Gulf must be assured.
• American citizens abroad must be protected.
These goals are not ours alone. They have been endorsed [supported] by the U.N. Security
Council five times in as many weeks. Most countries share our concern for principle. And many
have a stake in the stability of the Persian Gulf. This is not, as Saddam Hussein would have it,
the United States against Iraq. It is Iraq against the world. . . .
Source: Speech by President George H. W. Bush, 1990
7 According to this document, what were two reasons President George H. W. Bush was concerned about
the Persian Gulf region in 1990? [
2
]
(1)____________________________________________________________________________________
____________________________________________________________________________________
(2)____________________________________________________________________________________
____________________________________________________________________________________
Score
Score
Global Hist. & Geo. – June ’05
[20]
Document 8
Throughout the 1990s and before the United States went to war with Iraq in 2003, some people were
concerned about the continuing actions of Iraq and Saddam Hussein.
8 Based on this 1998 cartoon, what was one unexpected outcome of the Persian Gulf War? [
1
]
____________________________________________________________________________________
____________________________________________________________________________________
Score
Global Hist. & Geo. – June ’05
[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:
Throughout history, many different reasons for wars exist. These wars have led to
both expected and unexpected outcomes.
Task: Using information from the documents and your knowledge of global history, write
an essay in which you
• Discuss the economic, social, and/or political reasons for wars
• Discuss the expected outcomes and the unexpected outcomes of wars
Guidelines:
In your essay, be sure to:
• Develop all aspects of the task
• Incorporate information from at least five documents
• Incorporate relevant outside information
• Support the theme with relevant facts, examples, and details
• Use a logical and clear plan of organization, including an introduction and a conclusion
that are beyond a restatement of the theme
FOR TEACHER USE ONLY
Part I Score
Part III A Score
Total Part I and III A Score
Part II Essay Score
Part III B Essay Score
Total Essay Score
Final Score
(obtained from conversion chart)
The University of the State of New York
R
EGENTS
H
IGH
S
CHOOL
E
XAMINATION
GLOBAL HISTORY
AND GEOGRAPHY
Tuesday, June 21, 2005 — 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
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ear Here
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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. – June ’05
REGENTS IN GLOBAL HISTORY AND GEOGRAPHY
REGENTS IN GLOBAL HISTOR
Y AND GEOGRAPHY
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