GLOBAL HISTORY AND GEOGRAPHY - JMAP · PDF fileGLOBAL HISTORY AND GEOGRAPHY Wednesday, ......
Transcript of GLOBAL HISTORY AND GEOGRAPHY - JMAP · PDF fileGLOBAL HISTORY AND GEOGRAPHY Wednesday, ......
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
GLOBAL HISTORYAND GEOGRAPHY
Wednesday, August 17, 2016 — 12:30 to 3:30 p.m., only
Student Name ______________________________________________________________
School Name _______________________________________________________________
Print your name and the name of your school on the lines above. A separate answersheet for Part I has been provided to you. Follow the instructions from the proctor forcompleting the student information on your answer sheet. Then fill in the heading of eachpage of your essay booklet.
This examination has three parts. You are to answer all questions in all parts. Use blackor dark-blue ink to write your answers to Parts II, III A, and III B.
Part I contains 50 multiple-choice questions. Record your answers to these questionsas directed on the answer sheet.
Part II contains one thematic essay question. Write your answer to this question inthe essay booklet, beginning on page 1.
Part III is based on several documents:
Part III A contains the documents. When you reach this part of the test, enteryour name and the name of your school on the first page of this section.
Each document is followed by one or more questions. Write your answer to eachquestion in this examination booklet on the lines following that question.
Part III B contains one essay question based on the documents. Write youranswer to this question in the essay booklet, beginning on page 7.
When you have completed the examination, you must sign the declaration printed atthe end of the answer sheet, indicating that you had no unlawful knowledge of the questionsor answers prior to the examination and that you have neither given nor received assistancein answering any of the questions during the examination. Your answer sheet cannot beaccepted if you fail to sign this declaration.
The possession or use of any communications device is strictly prohibitedwhen taking this examination. If you have or use any communicationsdevice, 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 EXAM IN GLOBAL HISTORY AND GEOGRAPHYREGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY
Base your answers to questions 1 and 2 on themodel below and on your knowledge of social studies.
Egyptian Model
1 The activity portrayed in this model could beused as evidence to argue that Egyptians(1) lived in settled communities(2) relied on slash-and-burn technology(3) practiced hunting(4) engaged in foraging
2 An examination of this model would suggest that(1) peasants are excluded from political activity(2) this society lacks a social class system(3) art can provide an understanding of history(4) everyday life is based on religious beliefs
3 Which field of study primarily focuses ongovernmental powers and the rights of citizens?(1) economics (3) archaeology(2) geography (4) political science
4 One explanation for the fall of the Roman Empireand of the Han dynasty is that they both(1) refused the aid of foreign mercenaries(2) grew too large to govern their territories
effectively(3) banned long-distance trade causing economic
strain(4) required devotion to a single religion
Base your answer to question 5 on the passagebelow and on your knowledge of social studies.
Some several thousand years ago there oncethrived a civilization in the Indus Valley. Locatedin what’s now Pakistan and western India, it wasthe earliest known urban culture of the Indiansubcontinent. The Indus Valley Civilization, as itis called, covered an area the size of westernEurope. It was the largest of the four ancientcivilizations of Egypt, Mesopotamia, India andChina. However, of all these civilizations the leastis known about the Indus Valley people. This isbecause the Indus script has not yet beendeciphered. There are many remnants of the scripton pottery vessels, seals, and amulets, but withouta “Rosetta Stone” linguists and archaeologistshave been unable to decipher it. . . .
— Tarini J. Carr, “The Harappan Civilization” (adapted)
5 Based on this passage, what is a valid conclusionabout civilization in the Indus Valley?(1) Lack of a Rosetta stone has hindered linguists
from deciphering Indus Valley script.(2) The absence of pottery vessels and seals from
the Indus Valley indicates limited urbandevelopment.
(3) The Indus Valley civilization controlled aterritory that extended from western Europeto China.
(4) Artifacts suggest the Indus Valley civilizationis older than the civilizations in Egypt andMesopotamia.
6 The Bantu migration is most closely associatedwith the spread of(1) bureaucratic governments(2) agricultural skills(3) the diamond trade(4) the principles of Sharia
PlowmanWooden plow
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Source: ����������� ������������ �����������������,DK Publishing (adapted)
Global Hist. & Geo. – Aug. ’16 [2]
Part I
Answer all questions in this part.
Directions (1–50): For each statement or question, record on your separate answer sheet the number of the word or expression that, of those given, best completes the statement or answers the question.
Global Hist. & Geo. – Aug. ’16 [3] [OVER]
Base your answers to questions 7 and 8 on the map below and on your knowledge of social studies.
7 Which aspect of geography is the primary focus of this map?(1) latitude and longitude(2) climate and culture(3) humans interacting on Earth(4) humans adapting their environment
8 Based on this map, which statement is true of trade routes around A.D. 600?(1) Most trade was occurring across the Pacific Ocean.(2) Trade began in Ghana and spread down the Niger River.(3) Northern Africa was isolated from trade with Asia.(4) Trade took place over a network of land and sea routes.
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9 Which statement about the Gupta Empire is a factrather than an opinion?(1) India’s strongest leaders came from the
Gupta Empire.(2) The Gupta Empire developed advancements
in the areas of mathematics and science.(3) The achievements of the Gupta Empire
surpassed those of the Tang dynasty in China.(4) Gupta paintings found on the walls of the
Ajanta caves were superior to the artproduced during the Mauryan Empire.
10 What was a major contribution of the ByzantineEmpire?(1) adoption of democratic ideas from Russia(2) spread of humanism and secularism across
Europe(3) reunification of eastern and western
Christendom(4) preservation of Greek and Roman culture
11 Which technological innovation was essential tostimulate the expansion of the gold-salt trade inWest Africa?(1) lateen sail (3) camel caravans(2) iron cannons (4) moveable type
12 Which geographic factor of Korea most directlyinfluenced the spread of Chinese culture to Japan?(1) rivers (3) climate(2) mountains (4) location
Base your answer to question 13 on the excerptbelow and on your knowledge of social studies.
1. Japanese ships are strictly forbidden toleave for foreign countries.
2. No Japanese is permitted to go abroad. Ifthere is anyone who attempts to do sosecretly, he must be executed. The shipso involved must be impounded and itsowner arrested, and the matter must bereported to the higher authority.
3. If any Japanese returns from overseasafter residing there, he must be put todeath. . . .
— The Edict of 1635 Addressed to the Joint Bugyo– of Nagasaki
13 These rules were made by the Japanese in anattempt to(1) further cultural diffusion and strengthen
interdependence(2) limit the influence of foreigners in their
country(3) regulate prisoner exchanges with overseas
neighbors(4) reduce the power of the shogun and the
emperor
14 A major reason the Renaissance began in theItalian city-states was their(1) military success against the Seljuk Turks(2) access to goods from the Americas(3) location on the Mediterranean Sea(4) dependence on the teachings of the Catholic
Church
15 What was a consequence of the ProtestantReformation?(1) Secular rulers became more powerful.(2) Judaism dominated southern Europe.(3) The Holy Roman Empire became a republic.(4) Religious differences were peacefully settled.
16 What was one reason China ended overseasexploration after the death of Zheng He in 1433?(1) China’s fleet of ships was destroyed by
European navies.(2) Tribute payments to the Japanese shogunate
drained the Ming treasury.(3) The Ming dynasty ended the authority of
Confucian scholars.(4) The Chinese government decided to focus its
efforts on internal affairs.
17 • Use of cannons, foot soldiers, and muskets• Capture of Constantinople in 1453• Formation of the janissaries as an effective
fighting force
Which empire is associated with thesecharacteristics?(1) Austro-Hungarian (3) Spanish(2) Ottoman (4) Mughal
18 Inca farmers adapted their environment bygrowing food in(1) flooded rice paddies(2) terraced fields(3) clear-cut rain forests(4) expansive plantations
19 The policy of mercantilism was intended to(1) enrich European governments(2) end slavery in the Americas(3) promote the isolation of Asia(4) establish religious freedom in New Spain
Global Hist. & Geo. – Aug. ’16 [4]
Global Hist. & Geo. – Aug. ’16 [5] [OVER]
Base your answer to question 20 on the map below and on your knowledge of social studies.
20 This map would be most useful in the study of the(1) spread of Islam (3) routes of the Middle Passage(2) pilgrimage of Mansa Musa (4) commercial connections in East Africa
H
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AçoresLisbon
Madeira
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Brazil
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current
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South Atlantic Ocean
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b
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Source: Joseph C. Miller, Way of Death: Merchant Capitalism and the AngolanSlave Trade 1730–1830, The University of Wisconsin Press (adapted)
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Luanda
Southern Atlantic Sailing Routes
Belém São Luís
Bahia
21 Which statement would Louis XIV, Philip II, andPeter the Great most likely support?(1) “The king is entitled to unquestioning
obedience.”(2) “Parliament should represent the best interests
of the people.”(3) “People have the right to revolt against an
unjust government.”(4) “Government should be administered by
people of all beliefs.”
22 The heliocentric model of the universe developedby Copernicus and Galileo was considered heresyduring their lives because it(1) linked astronomy to the teachings of
Muhammad(2) supported the world view of the ancient Greeks(3) challenged the secular power of absolute
monarchs(4) conflicted with the official doctrine of the
Roman Catholic Church
23 Which statement about the French and LatinAmerican revolutions is accurate?(1) People in both regions were fighting for
freedom from England.(2) Strong French monarchs led revolutions in
Latin America.(3) Revolutions in both regions were based on
the idea of natural rights.(4) The French Revolution was modeled after
revolutions in Latin America.
24 • Bismarck uses “blood and iron” to unify Germany(1864–1870).
• Theodor Herzl organizes Zionist efforts (1897).
Which concept is most closely associated withthese movements?(1) assimilation (3) conservatism(2) modernization (4) nationalism
25 During the Industrial Revolution, locating factoriesnear concentrations of natural resources andtransportation routes most directly promoted(1) annexations and unequal treaties(2) migration and urbanization(3) legislative reforms and formation of unions(4) communal fields and the domestic system
Base your answer to question 26 on the passagebelow and on your knowledge of social studies.
. . .The bourgeoisie, during its rule of scarcely onehundred years, has created more massive and more colossal productive forces than have allpreceding generations together. Subjection [control]of Nature’s forces to man, machinery, applicationof chemistry to industry and agriculture, steam-navigation, railways, electric telegraphs, clearing ofwhole continents for cultivation, canalization[channeling] of rivers, whole populations conjured[brought up] out of the ground—what earliercentury had even a presentiment [previous notion]that such productive forces slumbered in the lapof social labor? . . .
— Karl Marx and Friedrich Engels,The Communist Manifesto
26 In this passage, Marx and Engels state that thebourgeoisie(1) implemented policies of ethnocentrism(2) expanded the manufacturing capacity(3) was controlled by natural forces(4) replaced railways with canals
27 During the 19th century, the economies in mostLatin American countries relied primarily on theexport of(1) cash crops(2) service jobs(3) hydroelectric power(4) factory-made goods
Global Hist. & Geo. – Aug. ’16 [6]
28 The poem “White Man’s Burden” is most directlyassociated with the concept of(1) neutrality (3) reparations(2) appeasement (4) imperialism
29 Why was the outcome of the Russo-Japanese Wara concern for European governments?(1) Japan was able to defeat a western power.(2) Russia had surrendered without a fight.(3) Japan had developed a superior air force.(4) The Russian monarch had been assassinated.
Base your answer to question 30 on the passagebelow and on your knowledge of social studies.
. . .The dispute about whether it [ArmenianMassacre] was genocide centres on the questionof premeditation—the degree to which the killingswere orchestrated.Many historians, governments and the Armenianpeople believe that they were; but a number ofscholars question this.Turkish officials accept that atrocities werecommitted but argue that there was no systematicattempt to destroy the Christian Armenianpeople. Turkey says many innocent Muslim Turksalso died in the turmoil of war. . . .
— BBC News
30 This BBC News article suggests that scholarsoften have(1) differing historical perspectives of the same
events(2) difficulty knowing the order in which events
have occurred(3) serious obstacles in bringing those responsible
for atrocities to trial(4) trouble determining the role religion plays in
events
31 In the 1930s and 1940s, Japan expanded itsempire to include parts of (1) eastern Europe and southwest Asia(2) China and southeast Asia(3) Turkey and the Soviet Union(4) Australia and Latin America
Base your answers to questions 32 and 33 on thepassage below and on your knowledge of social studies.
. . .Gas travels quickly, so you must not lose anytime; you generally have about eighteen ortwenty seconds in which to adjust your gashelmet. . . .
For a minute, pandemonium [chaos] reignedin our trench,—Tommies adjusting their helmets,bombers running here and there, and menturning out of the dugouts with fixed bayonets, toman the fire step. . . .
Our gun’s crew were busy mounting themachine gun on the parapet and bringing upextra ammunition from the dugout. . . .
— Arthur G. Empey, “Over The Top,”G. P. Putnam’s Sons
32 Which aspect of warfare is emphasized in thispassage about World War I?(1) importance of civilian support(2) impact of government propaganda(3) shortage of manpower on the battlefield(4) role of military technology
33 Which type of source does this passage bestrepresent?(1) census study(2) government decree(3) first person account(4) encyclopedia article
34 Which description best fits the Salt Marchconducted by Mohandas Gandhi?(1) an act of civil disobedience against the British(2) a statement of support for dividing India(3) a protest against the Sepoy Mutiny(4) a rally for the British during World War II
35 During its climb to power in the 1930s and 1940s,the Chinese Communist Party under Mao Zedongdeveloped a strategy that focused on(1) taking over cities (2) building peasant support(3) sponsoring nonviolent protests (4) strengthening traditional Confucian values
Global Hist. & Geo. – Aug. ’16 [7] [OVER]
Base your answer to question 36 on the posters below and on your knowledge of social studies.
36 Which aspects of World War II home-front culture do these 1940s posters reflect?(1) national pride and employment opportunities(2) mobilization and draft(3) military expenditures and regulations(4) conserving resources and sacrificing
Source: Henry Bateman, �� ����������(����&���,1939–1945 (adapted)
Source: David C. Earhart, ��������� ����: Images ofWorld War II in the Japanese Media, M.E. Sharpe
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37 After World War II, a key reason the Soviet Unionestablished satellite nations in Eastern Europewas to(1) ease tensions with the Chinese government(2) expand trade opportunities with Western
Europe(3) protect its western border from attack(4) maintain freedom of the seas
38 Which factor was a major consideration at thetime India was being partitioned?(1) creation of uniform land areas(2) equal distribution of natural resources(3) tensions between Hindus and Muslims(4) territorial disputes between Britain and
France
Global Hist. & Geo. – Aug. ’16 [8]
Base your answer to question 39 on the cartoonbelow and on your knowledge of social studies.
39 The artist uses this cartoon as a way to express(1) skepticism about the success of Castro’s
revolution(2) support for a revolution in Brazil(3) admiration for Castro’s bold plan(4) confusion about Brazil’s economic needs
40 One way in which Soviet leader Mikhail Gorbachevand Chinese leader Deng Xiaoping are similar isthat both(1) granted autonomy to satellite countries(2) promoted a multiparty political system(3) encouraged religious dissenters to seek
freedom(4) incorporated capitalist ideas into communist
societies
Base your answer to question 41 on the picturebelow and on your knowledge of social studies.
41 The primary purpose of these floating gardens is to(1) increase regional food supplies(2) provide more goods for export(3) serve as an island bridge to the mainland(4) expand recreational areas for children
42 Nelson Mandela and Aung San Suu Kyi are closelyassociated with movements to (1) establish theocratic rule(2) guarantee rights and liberties(3) introduce socialistic economic principles(4) support military juntas
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Enterprising island inhabitants in the GaibandhaDistrict use hyacinth plants to create floatinggardens, where they will plant squash, okra, andother food crops....Source: Don Belt, “The Coming Storm,” ,������%����+�� ,
May 2011, Photograph by Jonas Bendiksen (adapted)
Source: Edmund S. Valtman, �����������������,August 31, 1961 (adapted)
Global Hist. & Geo. – Aug. ’16 [9] [OVER]
Base your answer to question 43 on the cartoons below and on your knowledge of social studies.
43 These cartoons suggest that the government of Egypt reacted to the situation by(1) discouraging technological advances(2) suppressing dissenting points of view(3) eliminating most acts of terrorism(4) rejecting the use of foreign military aid
Source: Nick Anderson, Houston Chronicle, 8-16-13Source: Rob Rogers, Pittsburgh Post-Gazette, 2012
Global Hist. & Geo. – Aug. ’16 [10]
44 One way in which the withdrawal of Belgiancontrol in Rwanda and the fall of communism inYugoslavia are similar is that they both leddirectly to(1) ethnic conflict(2) open multiparty elections(3) membership in the EU (European Union)(4) intervention by NATO (North Atlantic Treaty
Organization)
45 “OPEC Meets To Discuss Production Restrictions”“European Union Threatens Sanctions AgainstNonmembers”
“China Granted Most Favored Nation Status byUnited States”
These headlines illustrate the economic concept of(1) interdependence (3) communism(2) imperialism (4) self-sufficiency
46 Pax Romana, the Golden Age of Islam, and theRenaissance were all periods of(1) cultural isolationism(2) censorship and regulation(3) advancements in arts and in knowledge(4) decreasing influence of religion on cultural
practices
47 Portugal’s attempt to participate directly in theglobal spice trade was a factor leading to the(1) Age of Exploration(2) formation of the Hanseatic League(3) Berlin Conference(4) creation of the Council of Trent
49 The fall of the Aztec Empire, the encomiendasystem, and the missionary work of the RomanCatholic Church are all associated with(1) ethnic tensions in the Balkans(2) oil politics in the Middle East(3) colonialism in Latin America(4) migration in sub-Saharan Africa
50 Which event in the history of Russia and the SovietUnion occurred first?(1) establishment of Joseph Stalin as dictator(2) end of the Cold War(3) introduction of Lenin’s New Economic Policy(4) crowning of Czar Nicholas II
Base your answer to question 48 on the cartoon below and on your knowledge of social studies.
48 What is the main idea of this cartoon?(1) Fences were built to prevent the spread of illness and suffering.(2) The world continues to ignore human rights violations.(3) The people of Darfur are reaching out to those suffering in Europe.(4) Poverty affects both the people of Darfur and of Europe.
Source: Chris Britt, The )����-����.�������� ������:�����$�
Global Hist. & Geo. – Aug. ’16 [11] [OVER]
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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 taskbelow, and a conclusion.
Theme: Belief Systems
Task:
You may use any belief system from your study of global history and geography. Somesuggestions you might wish to consider include Buddhism, Christianity, communism,Confucianism, humanism, Islam, Judaism, legalism, and Shinto.
You are not limited to these suggestions.
Do not use the United States as the society or region influenced 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
Select two belief systems and for each• Describe the beliefs and/or practices of this belief system• Discuss how this belief system influenced a society or region in which it was
practiced
Throughout history, belief systems and their practices have influenced societiesand regions.
Global Hist. & Geo. – Aug. ’16 [14]
Part III
DOCUMENT-BASED QUESTION
This question is based on the accompanying documents. The question is designed to test yourability to work with historical documents. Some of these documents have been edited for thepurposes of this question. As you analyze the documents, take into account the source of eachdocument and any point of view that may be presented in the document. Keep in mind that thelanguage used in a document may reflect the historical context of the time in which it was written.
Historical Context:
Throughout history, humans have created waste and pollution. Urbanization andindustrialization have contributed to the pollution of the land, water, and air. Asurbanization and industrialization have increased, humans have attempted toaddress the problems of waste and pollution through different means with varyingdegrees of success.
Task: Using the information from the documents and your knowledge of global historyand geography, answer the questions that follow each document in Part A. Youranswers to the questions will help you write the Part B essay in which you will beasked to
In developing your answers to Part III, 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”
• Describe problems that humans face because of pollution caused byurbanization and industrialization
• Discuss attempts to address problems related to pollution and whether or notthese attempts have been successful
NAME _____________________________________ SCHOOL ___________________________________
Global Hist. & Geo. – Aug. ’16 [15] [OVER]
Part AShort-Answer Questions
Directions: Analyze the documents and answer the short-answer questions that follow each document in the space provided.
Document 1
Source: Rathje and Murphy, Rubbish! The Archaeology of Garbage, HarperCollins Publishers, 1992
1a According to Rathje and Murphy, which problem influenced cities to take responsibility for waste removal? [1]
b According to Rathje and Murphy, what is one factor that has accelerated the production of garbagein cities? [1]
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. . .It was the threat of disease, finally, that made garbage removal at least partially a publicresponsibility in Europe and the United States. One obstacle these days to a calm andmeasured approach to garbage problems is a collective memory restricted to the humanlifespan of about seventy-five years. It is difficult for anyone alive now to appreciate howappalling, as recently as a century ago, were the conditions of daily life in all of the cities ofthe Western world, even in the wealthier parts of town. “For thousands of years,” LewisMumford wrote in The City in History, “city dwellers put up with defective, often quite vile,sanitary arrangements, wallowing in rubbish and filth they certainly had the power toremove.” The stupefying level of wrack [rubbish] and rejectamenta [refuse] in one’simmediate vicinity that was accepted as normal from prehistory through the Enlightenmentwas raised horribly by the Industrial Revolution, which drew millions of people into alreadycongested cities and at the same time increased the volume of consumer goods—futurethrowaways—by many orders of magnitude. . . .
Global Hist. & Geo. – Aug. ’16 [16]
Document 2
Description of Ancient Athens
Source: William Stearns Davis, A Day in Old Athens, Allyn and Bacon (adapted)
2 As a result of poor sanitation, what was one problem faced by the city of ancient Athens according to WilliamStearns Davis? [1]
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. . .The Streets and House Fronts of Athens. — Progress is slower near the Market Placebecause of the extreme narrowness of the streets. They are only fifteen feet wide or even less, — intolerable alleys a later age would call them, — and dirty to boot. Sometimes they aremuddy, more often extremely dusty. Worse still, they are contaminated by great accumulationsof filth; for the city is without an efficient sewer system or regular scavengers. Even as the crowd elbows along, a house door will frequently open, an ill-favored slave boy show hishead, and with the yell, “Out of the way!” slap a bucket of dirty water into the street. Thereare many things to offend the nose as well as the eyes of men of a later race. It is fortunateindeed that the Athenians are otherwise a healthy folk, or they would seem liable to perpetualpestilence [disease]; even so, great plagues have in past years harried [attacked] the city. . . .
Global Hist. & Geo. – Aug. ’16 [17] [OVER]
Document 3
Source: What Life Was Like in the Age of Chivalry: Medieval Europe AD 800–1500, Time-Life Books (adapted)
3a According to this excerpt from What Life Was Like in the Age of Chivalry, what was one cause of unsanitaryconditions in European medieval cities? [1]
b According to this excerpt from What Life Was Like in the Age of Chivalry, what was one attempt made toaddress the issue of municipal waste? [1]
As more and more people left the countryside andmoved into towns and cities, waste disposal and publichygiene in the increasingly congested areas becamemajor concerns. Sewage and animal cadavers werethrown into the rivers; butchers let the blood ofslaughtered animals flow into the gutters, as did dyersthe contaminated water from their vats. Fromfishmongers’ shops. . . , unsold fish were tossed into the street at the end of the day.
For the most part municipal hygiene laws did littleto prevent these practices, and those citizens who, likethe man [shown] wearing clogs to stay above the muck,tried to sweep up the accumulated refuse often had tocompete with the free-roaming pigs that rooted in the garbage. Some towns tried to restrict the activities ofporcine [pig] scavengers, imposing a fine on owners wholet their pigs run free on a Sunday—and an even higherfine if the offending animal was a sow [female pig].
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Global Hist. & Geo. – Aug. ’16 [18]
Document 4aPoem About the Thames River in London
Source: Punch, Volume 17, 1849 (adapted)
*cento: a mixture**vested int’rests: a person or group having a personal stake or financial involvement
4a According to this 1849 illustrated poem, what was one reason London’s drinking water was polluted? [1]
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THE WATER THAT JOHN DRINKS.
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Global Hist. & Geo. – Aug. ’16 [19] [OVER]
Document 4b
Source: Stephanie True Peters, Epidemic! Cholera: Curse of the Nineteenth Century, Benchmark Books
*cholera: a disease spread through contaminated water
4b According to Stephanie True Peters, what was one action taken in London to reduce the number of peoplebeing affected by cholera? [1]
Score
. . . When cholera* returned to Europe in 1865, it found some cities less hospitable than inprevious visits. London, in particular, had moved forward. England’s largest city had workedat improving sewer systems, cleaning up drinking water supplies, and collecting and disposingof refuse.
The efforts paid off. When cholera reached the city’s shores, a few months after strikingwestern Europe, it no longer leaked from the Thames into wells and other water supplies. TheThames itself was looking and smelling cleaner than it had for generations. Although theepidemic still killed several thousand people during its stay in London, its spread was limitedonce sources of contamination were discovered. . . .
Global Hist. & Geo. – Aug. ’16 [20]
Document 5
Source: Amberly Polidor, “Ganges River,” Sacred Land Film Project online, February 1, 2004
5a According to Amberly Polidor, what is one problem pollution has created in the Ganges River region? [1]
b According to Amberly Polidor, what is one reason attempts made by the government of India to address the problems of pollution in the Ganges River region have been unsuccessful? [1]
Score
Score
Winding 1,560 miles across northern India, from the Himalaya Mountains to the IndianOcean, the Ganges River is not a sacred place: it is a sacred entity [thing]. Known as Ganga Ma—Mother Ganges—the river is revered as a goddess whose purity cleanses the sinsof the faithful and aids the dead on their path toward heaven. But while her spiritual purityhas remained unchallenged for millennia, her physical purity has deteriorated as India’sbooming population imposes an ever-growing burden upon her. The river is now sick [2004]with the pollution of human and industrial waste, and water-borne illness is a terrible factorof Indian life. But the threat posed by this pollution isn’t just a matter of health—it’s a matterof faith. Veer Bhadra Mishra, a Hindu priest and civil engineer who has worked for decadesto combat pollution in the Ganges, describes the importance of protecting this sacred river:“There is a saying that the Ganges grants us salvation. This culture will end if the people stopgoing to the river, and if the culture dies the tradition dies, and the faith dies.”. . .
In 1985, the government of India launched the Ganga Action Plan, which was devised toclean up the river in selected areas by installing sewage treatment plants and threatening finesand litigation [legal action] against industries that pollute. Almost 20 years later, the plan hasbeen largely unsuccessful. The Western-style treatment plants simply did not meet the needsof the region. Such treatment facilities are designed for use in countries where the supply ofelectricity is stable, there’s no season of overwhelming monsoon rains, and the populationdoesn’t drink directly from the water source. Many Indians blame the plan’s failure onmismanagement, corruption and technological mistakes. A key criticism is that localcommunities, those most invested in the health of the river, were not included in the planningprocess. . . .
Global Hist. & Geo. – Aug. ’16 [21] [OVER]
Document 6
Source: Andrew J. Milson, “Rescuing Lake Maracaibo,” Water Resources,National Geographic Learning, 2014
6 According to Andrew J. Milson, what is one indication that treatment of pollution in Lake Maracaibo,Venezuela is lacking or is not effective? [1]
Score
. . .Venezuela’s oil industry has crisscrossed Lake Maracaibo with about 15,000 miles ofpipelines. “We say that the lake’s practically a plate of spaghetti with the quantity of pipes there,”says local historian Pedro Estrada. Unfortunately, many of the pipes are old, rusty, and leaking.In 2010, the leaky pipes released oil that washed up on Lake Maracaibo’s shores, harming fishand birds.
Other sources of pollution are damaging the lake as well. About 500 companies dump wasteinto the lake’s tributaries, and the area’s inhabitants produce tons of sewage. Chemical runofffrom farms also flows into the lake. Only about 20 percent of this waste, runoff, and sewage is treated before it enters the lake. . . .
Global Hist. & Geo. – Aug. ’16 [22]
Document 7
Source: Geography Theme Activities, Global Insights: People and Cultures, Glencoe/McGraw-Hill
7a Based on this document, what is a major cause of pollution in Mexico City? [1]
b Based on this document, what is one action taken by the government in an attempt to address the issue ofpollution in Mexico City? [1]
Score
Score
. . . Mexico City residents once viewed the forest of smokestacks and their congested highwayswith pride. They saw these developments as symbols of modernization and proof of a growingeconomy. In recent years, however, air pollution has begun to have a serious impact on theirlives. Several times during 1992, for instance, Mexico City’s ozone level climbed well over the “very dangerous” point on the official index and remained there for days. Each time the government declared an emergency. Car use was restricted, and industries were requiredto cut back operations. One result of such events is that more and more people are beginningto equate the city’s factories and cars with environmental destruction. . . .
Global Hist. & Geo. – Aug. ’16 [23] [OVER]
Document 8
Source: Rylan Sekiguchi, “10,000 Shovels: China’s Urbanization and Economic Development,”Freeman Spogli Institute for International Studies, Stanford University, 2006 (adapted)
8a According to Rylan Sekiguchi, what is one environmental problem China faces as a result of burning coal? [1]
b According to Rylan Sekiguchi, what is one challenge China faces as it attempts to shift to renewable sourcesof energy? [1]
Score
Score
. . . As in most countries, coal, another nonrenewable energy source, is the chief source ofChina’s domestic energy production. Coal has traditionally been China’s main source of energy,and even in 2006, it accounted for about 70 percent of China’s energy. China is the world’slargest producer and consumer of coal. It is abundant in China and is cheap compared withother sources of energy. Unfortunately, coal is also the “dirtiest” energy source, as it producescarbon dioxide (CO2), nitrogen oxides (NOx), sulfur dioxide (SO2), and methane—gases thatcontribute to global warming, air pollution, and acid rain. Indeed, China’s abundance of coalhas contributed to its notorious air pollution: 16 of the world’s 20 most polluted cities are inChina. Coal mines are also dangerous places for workers, especially in China, where more coalminers die each year than anywhere else in the world.
The Chinese government has recognized the need to shift to renewable energy sources tosustain its energy growth and to minimize the environmental and health problems caused byrelying on nonrenewable energy sources. Its Renewable Energy Law, which took effect on 1 January 2006, aims to ensure that 15 percent of China’s energy comes from renewablesources by 2020. Renewable energy comes from dams that harness water flow, windmills thatchannel energy, and solar panels that store energy from the sun. Unfortunately, wind powerand solar power are still in the initial stages of development. They cost a lot to install, and theysupply only a small fraction of China’s energy needs. Still, China has one of the world’s greatestwind energy potentials, a fact that the government acknowledged as it set an ambitious targetof increasing wind power capacity to more than 23 times its 2005 level by the year 2020. . . .
Part BEssay
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, humans have created waste and pollution. Urbanization andindustrialization have contributed to the pollution of the land, water, and air. Asurbanization and industrialization have increased, humans have attempted toaddress the problems of waste and pollution through different means with varyingdegrees of success.
Task: Using the information from the documents and your knowledge of global historyand geography, write an essay in which you
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
• Describe problems that humans face because of pollution caused byurbanization and industrialization
• Discuss attempts to address problems related to pollution and whether or notthese attempts have been successful
Global Hist. & Geo. – Aug. ’16 [24]
REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHYREGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY
Printed on Recycled Paper
Copyright 2016 — The University of the State of New YorkTHE STATE EDUCATION DEPARTMENT
Albany, New York 12234
V O L U M E
1OF2MC & THEMATIC
FOR TEACHERS ONLYThe University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
GLOBAL HISTORY AND GEOGRAPHYWednesday, August 17, 2016 — 12:30 to 3:30 p.m., only
SCORING KEY FOR PART I AND RATING GUIDE FOR PART II (THEMATIC ESSAY)
Scoring the Part I Multiple-Choice QuestionsFollow the procedures set up by the Regional Information Center, the Large City Scanning Center,
and/or the school district for scoring the multiple-choice questions. If the student’s responses for themultiple-choice questions are being hand scored prior to being scanned, the scorer must becareful not to make any marks on the answer sheet except to record the scores in the designatedscore boxes. Any other marks on the answer sheet will interfere with the accuracy of scanning.
Multiple Choice for Part IAllow 1 credit for each correct response.
Part I
1 . . . . . . 1 . . . . . . 13 . . . . . . 2 . . . . . . 26 . . . . . . 2 . . . . . . 39 . . . . . . 1 . . . . . .
2 . . . . . . 3 . . . . . . 14 . . . . . . 3 . . . . . . 27 . . . . . . 1 . . . . . . 40 . . . . . . 4 . . . . . .
3 . . . . . . 4 . . . . . . 15 . . . . . . 1 . . . . . . 28 . . . . . . 4 . . . . . . 41 . . . . . . 1 . . . . . .
4 . . . . . . 2 . . . . . . 16 . . . . . . 4 . . . . . . 29 . . . . . . 1 . . . . . . 42 . . . . . . 2 . . . . . .
5 . . . . . . 1 . . . . . . 17 . . . . . . 2 . . . . . . 30 . . . . . . 1 . . . . . . 43 . . . . . . 2 . . . . . .
6 . . . . . . 2 . . . . . . 18 . . . . . . 2 . . . . . . 31 . . . . . . 2 . . . . . . 44 . . . . . . 1 . . . . . .
7 . . . . . . 3 . . . . . . 19 . . . . . . 1 . . . . . . 32 . . . . . . 4 . . . . . . 45 . . . . . . 1 . . . . . .
8 . . . . . . 4 . . . . . . 20 . . . . . . 3 . . . . . . 33 . . . . . . 3 . . . . . . 46 . . . . . . 3 . . . . . .
9 . . . . . . 2 . . . . . . 21 . . . . . . 1 . . . . . . 34 . . . . . . 1 . . . . . . 47 . . . . . . 1 . . . . . .
10 . . . . . . 4 . . . . . . 22 . . . . . . 4 . . . . . . 35 . . . . . . 2 . . . . . . 48 . . . . . . 2 . . . . . .
11 . . . . . . 3 . . . . . . 23 . . . . . . 3 . . . . . . 36 . . . . . . 4 . . . . . . 49 . . . . . . 3 . . . . . .
12 . . . . . . 4 . . . . . . 24 . . . . . . 4 . . . . . . 37 . . . . . . 3 . . . . . . 50 . . . . . . 4 . . . . . .
25 . . . . . . 2 . . . . . . 38 . . . . . . 3 . . . . . .
Updated information regarding the rating of this examination may be posted on the New York State Education Department’s web site during the rating period. Visit the site at:http://www.p12.nysed.gov/assessment/ and select the link “Scoring Information” for any recently postedinformation regarding this examination. This site should be checked before the rating process for thisexamination begins and several times throughout the Regents Examination period.
Global Hist. & Geo. Rating Guide – Aug. ’16 [2] Vol. 1
Contents of the Rating Guide
For Part I (Multiple-Choice Questions):• Scoring Key
For Part II (thematic) essay:• A content-specific rubric• Prescored answer papers. Score levels 5 and 1 have two papers each, and score levels 4, 3, and 2 have
three papers each. They are ordered by score level from high to low.• Commentary explaining the specific score awarded to each paper• Five prescored practice papers
General:• Test Specifications• Web addresses for the test-specific conversion chart and teacher evaluation forms
Mechanics of Rating
The following procedures are to be used in rating essay papers for this examination. More detailed direc-tions for the organization of the rating process and procedures for rating the examination are included inthe Information Booklet for Scoring the Regents Examination in Global History and Geography and UnitedStates History and Government.
Rating the Essay Question
(1) Follow your school’s procedures for training raters. This process should include:
Introduction to the task—• Raters read the task• Raters identify the answers to the task• Raters discuss possible answers and summarize expectations for student responses
Introduction to the rubric and anchor papers—• Trainer leads review of specific rubric with reference to the task• Trainer reviews procedures for assigning holistic scores, i.e., by matching evidence from the response
to the rubric• Trainer leads review of each anchor paper and commentary
Practice scoring individually—• Raters score a set of five papers independently without looking at the scores and commentaries
provided• Trainer records scores and leads discussion until the raters feel confident enough to move on to
actual rating
(2) When actual rating begins, each rater should record his or her individual rating for a student’s essay onthe rating sheet provided, not directly on the student’s essay or answer sheet. The rater should not correct the student’s work by making insertions or changes of any kind.
(3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that differ by more than one point.
Schools are not permitted to rescore any of the open-ended questions (scaffold questions, thematic essay, DBQ essay) on this exam after each question has been rated the required number of times as specified in the rating guides, regardless of the final exam score. Schools arerequired to ensure that the raw scores have been added correctly and that the resulting scale scorehas been determined accurately. Teachers may not score their own students’ answer papers.
Global Hist. & Geo. Rating Guide – Aug. ’16 [3] Vol. 1
Global History and Geography
Content-Specific Rubric
Thematic Essay
August 2016
Theme: Belief Systems
Throughout history, belief systems and their practices have influenced societies and
regions.
Task: Select two belief systems and for each
• Describe the beliefs and/or practices of this belief system
• Discuss how this belief system influenced a society or region in which it was
practiced
You may use any belief system from your study of global history and geography. Some
suggestions you might wish to consider include Buddhism, Christianity, communism,
Confucianism, humanism, Islam, Judaism, legalism, and Shinto.
You are not limited to these suggestions.
Do not use the United States as the society or region influenced in your answer.
Scoring Notes:
1. This thematic essay has a minimum of six components (for each of two belief systems,
discussing at least two beliefs and/or practices and how each belief system influenced a
society or region in which it was practiced).
2. A belief or practice may be the same for both belief systems, e.g., reincarnation is a belief
of both Buddhism and Hinduism.
3. The same society or region may be used for both belief systems, e.g., India/South Asia was
influenced by both Buddhism and Hinduism.
4. Similar information may be used to address both elements of the task as long as the facts
and examples are specific to each aspect of the task, e.g., prayer may be used as a practice
for Islam and as a way Islam influenced societies in which businesses close or work stops at
certain times of day for prayer.
5. The discussion of the influence of the belief system need not be related to the description of
the beliefs and/or practices, e.g., Pope Urban II’s call for the Crusades is not based on
Christian monotheism.
6. The influence of the belief system may be immediate or long term.
7. A society or region need not be identified as long as it is implied in the discussion, e.g.,
policies under Stalin imply the Soviet Union.
8. The response may discuss the influence of a belief system on a society or region from a
variety of perspectives as long as the positions taken are supported by accurate facts and
examples.
9. If more than two belief systems are discussed, only the first two belief systems mentioned
may be scored.
Global Hist. & Geo. Rating Guide – Aug. ’16 [4] Vol. 1
Score of 5:
• Thoroughly develops all aspects of the task evenly and in depth for each of two belief systems by
discussing at least two beliefs and/or practices and how each belief system influenced a society or
region in which it was practiced
• Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g.,
Confucianism: connects the five relationships and the practice of filial piety as a means of attaining
harmony and stability in society to the influence these had on the value of the scholar gentry and the
creation of a Chinese bureaucracy that influenced many dynasties; Hinduism: connects the ideas of
reincarnation, dharma, karma, and moksha to the caste system in India and the role that caste has
traditionally played in social, political, and economic interactions in the past and present
• Richly supports the theme with relevant facts, examples, and details, e.g., Confucianism: Confucius;
superior to inferior; importance of family; Analects; civil service system; Mandate of Heaven; Han;
Tang; Hinduism: Brahmans; Kshatriyas; Vaisyas; Sudras; discrimination; untouchability; Gandhi;
Constitution of India
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that
are beyond a restatement of the theme
Score of 4:
• Develops all aspects of the task but may do so somewhat unevenly by discussing one belief system
more thoroughly than the other or by discussing one aspect of the task less thoroughly than the other
aspects
• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g.,
Confucianism: discusses how the five relationships, filial piety, and Confucius’ teachings gave
individuals a sense of identity and a role in society and influenced educational practices and the
development of government bureaucracies throughout much of Chinese history; Hinduism: discusses
how reincarnation, dharma, moksha, and the caste system in India have influenced the power of higher
castes like Brahmans as well as limiting the social mobility of others and how groups interact with one
another based on their social positions
• Supports the theme with relevant facts, examples, and details
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that
are beyond a restatement of the theme
Score of 3:
• Develops all aspects of the task with little depth or develops at least four aspects of the task in some
depth
• Is more descriptive than analytical (applies, may analyze and/or evaluate information)
• Includes some relevant facts, examples, and details; may include some minor inaccuracies
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may
be a restatement of the theme
Note: If all aspects of the task have been thoroughly developed evenly and in depth for one belief
system and if the response meets most of the other Level 5 criteria, the overall response may be a
Level 3 paper.
Global Hist. & Geo. Rating Guide – Aug. ’16 [5] Vol. 1
Score of 2:
• Minimally develops all aspects of the task or develops at least three aspects of the task in some depth
• Is primarily descriptive; may include faulty, weak, or isolated application or analysis
• Includes few relevant facts, examples, and details; may include some inaccuracies
• Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly
identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion
Score of 1:
• Minimally develops some aspects of the task
• Is descriptive; may lack understanding, application, or analysis
• Includes few relevant facts, examples, or details; may include inaccuracies
• May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly
identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion
Score of 0:
Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts,
examples, or details; OR includes only the theme, task, or suggestions as copied from the test booklet; OR
is illegible; OR is a blank paper *The term create as used by Anderson/Krathwohl, et al. in their 2001 revision of Bloom’s Taxonomy of Educational Objectives
refers to the highest level of the cognitive domain. This usage of create is similar to Bloom’s use of the term synthesis. Creating
implies an insightful reorganization of information into a new pattern or whole. While a Level 5 paper will contain analysis
and/or evaluation of information, a very strong paper may also include examples of creating information as defined by Anderson
and Krathwohl.
All sample student essays in this rating guide are presented in the same cursive font while preserving
actual student work, including errors. This will ensure that the sample essays are easier for raters to
read and use as scoring aids.
Raters should continue to disregard the quality of a student’s handwriting in scoring examination
papers and focus on how well the student has accomplished the task. The content-specific rubric
should be applied holistically in determining the level of a student’s response.
Global Hist. & Geo. Rating Guide – Aug. ’16 [6] Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
Societies and regions have evolved throughout history. The belief
systems and practices of a specific society can help determine how the
society progresses and develops, the political, social, and economic
decisions it makes, and its overall foreign policy. Communism in the
Soviet Union and fascism in Italy during World War II are two clear
examples of how a belief system affects society. In the Soviet Union,
communism would lead to a new and unique alternative to capitalism
whereas in Italy, fascism would give rise to a powerful, militaristic
state in Europe.
Before World War II, Italy had unified and was recognized as a
state by other countries and it was ruled by King Victor Emmanuel
III. However, numerous people including Benito Mussolini, the future
dictator of Italy, were discontent with Italy’s treatment by the victorious
Allies in World War I. They had not been given the desired territories
of Austria after World War I, like the Allied powers had promised. Italy
also faced economic problems and an increasingly aggressive
communist movement. Benito Mussolini, in response to the growing
discontent, founded and led the fascist party. Fascism was a belief
system in which nationalism was highly prized; fascists were generally
militaristic, antidemocratic, antiparliamentary, antisocialist, and
expansionist. Mussolini was able to tap into Italian discontent and
inspire nationalistic feelings in the Italian population, thus attracting
more supporters and allies who believed fascism and military conquest
would elevate Italy to superpower status. After coming to power,
Mussolini consolidated his power and became sole ruler of Italy,
outlawing other political parties and establishing fascism throughout
Italy. Fascists wanted to build an empire and saw themselves as
Global Hist. & Geo. Rating Guide – Aug. ’16 [7] Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
stopping the spread of communism and socialism. Military production
increased dramatically, thus resulting in a decrease in consumer
goods production. The economic policy of Fascism influenced the goods
produced, where capital flowed, and the rate of production. The Fascist
beliefs also influenced society on a social level; during this time period,
communism was firmly rooted in Russia and communist agitators
were trying to spread communism to the rest of the world. Italian
capitalists feared that if communism were to spread into Italy, they
would lose everything. Thus, the Fascist belief of stopping communism
seemed reasonable and in turn, many wealthy Italians supported the
Fascists for fear of communism. As mentioned before, fascism was
capitalistic – rather than nationalizing big business, it permitted
business owners and entrepreneurs to maintain private ownership of
their factories and companies. Instead of taking state control over the
factories, the government would pay the company to produce the goods
it needed. In general, fascism in Italy had a major influence on the
society, altering its political, economic, and social values. Ultimately,
the militaristic expansionist values of fascism were Italy’s undoing.
Mussolini’s Italy sided with Nazi Germany during World War II, The
war brought destruction to Italy and by war’s end, Mussolini was
dead and so was fascism.
Karl Marx, founder of communism, stated communist beliefs in
“The Communist Manifesto.” In it, he claimed that current societies,
much like history, were subject to Hegelian philosophy in which
opposing forces would play tug-of-war and eventually create a new
reality. A dominant group of people (in Marx’s case, the bourgeoisie,
who owned the means of production) would be challenged by another
Global Hist. & Geo. Rating Guide – Aug. ’16 [8] Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
group (the proletariat, a working class) and out of this class struggle
a new social order would emerge. According to Marx, capitalism was
doomed to fail because of the effects of competition in a market economy.
This competition would weed out incompetent businessmen, thus
leaving the wealth of the nation in the hands of the few. As more and
more capitalists were knocked out of the competition, the owners of the
means of production would become a smaller elite class. Meanwhile,
the proletariat class would grow in number and become increasingly
disenfranchised. The proletariat class would eventually revolt, rise up,
and overthrow the capitalists, replacing it with a temporary dictatorship
of the proletariat. Once things stabilized, the dictatorship would be
dissolved as would class division. In Russia, communists, also known
as Bolsheviks, sought this proletariat revolution. Their constant desire
for revolution and their belief in communism were a contributing
factor to revolutions in Russia, as unhappy Russians, urged on by
communists attempted to remove the tsar from power. The Bolshevik
belief that revolution was necessary in order for communism to succeed
led them to employ violence to silence their enemies. Eventually, Lenin
was able to take control of the government, and it appeared as if
communism had succeeded. True to the communist economic beliefs,
the government seized control of big business in an economic policy
known as war communism. When this did not succeed, Lenin
implemented his New Economic Policy. Communism, like fascism in
Italy, influenced the economy of the Soviet Union, directing what
goods were to be produced. Communism which stemmed from
Marxism, went on to shape Soviet policy in next several decades.
Under leaders like Stalin and Brezhnev, communist policy focused
Global Hist. & Geo. Rating Guide – Aug. ’16 [9] Vol. 1
Anchor Paper – Thematic Essay—Level 5 – A
on heavy industry and military spending, creating few consumer
goods. Stalin’s 5-year plans were aimed at increasing agricultural
and industrial output. Though his and Brezhnev’ plans succeeded in
some of those goals, the number and quality of consumer goods
declined tremendously. Under Gorbachev, a shift toward openness and
capitalism was implemented under the policies of glasnost and
perestroika, which eased censorship and restructured the economy
allowing for elements of capitalism. Gorbachev’s policies caused the
breakup of the Soviet Union and communist rule.
Communism and fascism had a major influence on the societies of
the Soviet Union and Italy respectively. Political and economic belief
systems can greatly affect those who live under these policies and
influence global interactions among nations.
Global Hist. & Geo. Rating Guide – Aug. ’16 [10] Vol. 1
Anchor Level 5-A
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing the beliefs of
fascism and its influence on Italy and the beliefs and practices of communism and its influence
on the Soviet Union
• Is more analytical than descriptive (fascism: numerous people including Mussolini were
discontent with Italy’s treatment by the victorious Allies in World War I; Mussolini was able to
tap into Italian discontent and inspire nationalistic feelings in the Italian population thus
attracting more supporters and allies who believed fascism and military conquest would elevate
Italy to a superpower status; military production increased dramatically thus resulting in a
decrease in consumer goods production; wealthy Italians supported fascism for fear of
communism; communism: according to Karl Marx, capitalism was doomed to fail because of
the effects of competition in a market economy; the Bolshevik’s constant desire for revolution
and belief in communism led to revolutions in Russia as unhappy Russians, urged on by
communists attempted to remove the czar from power; the Bolshevik belief that revolution was
necessary for communism to succeed led them to employ violence to silence their enemies;
communism, like fascism in Italy, influenced the Russian economy, directing what goods were
to be produced)
• Richly supports the theme with relevant facts, examples, and details (fascism: World War II;
King Victor Emmanuel III; territories of Austria; antidemocratic, antiparliamentary,
antisocialist, and militaristic; private ownership; communism: Communist Manifesto; Hegelian
philosophy; proletariat; class struggle; Lenin; Stalin; Brezhnev; five-year plans; Gorbachev;
glasnost; perestroika; breakup of Soviet Union)
• Demonstrates a logical and clear plan of organization; includes an introduction that is beyond a
restatement of the theme and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 5. The response uses strong analytic
statements to connect the belief systems of communism and fascism to political and economic
influences in both the Soviet Union and Italy. Facts and details add depth to the response and
provide points of comparison between both belief systems.
Anchor Paper – Thematic Essay—Level 5 – B
Global Hist. & Geo. Rating Guide – Aug. ’16 [11] Vol. 1
Throughout history, religion and belief systems have influenced
people all around the world. From the belief in a supreme power or a
guide for living, societies have been built upon the beliefs of its
peoples. For example, Christianity influenced Europe during the
Middle Ages, and Communism influenced the Soviet Union during
the 20th century.
Christianity is a religion, and has influenced societies all around
the world, and is still prominent today. Christianity is monotheistic
religion, meaning people believe in only one god. This belief is shared
with the Jewish faith which Christianity grew out of. Christians believe
that salvation is possible through living a moral life and by believing
in Jesus Christ. The Christian’s sacred text is the Bible, containing both
the Old & New Testaments. The Old Testament tells stories of life before
Jesus, and the New Testament contains Jesus’ life and teachings. The
Bible is a key part of the Christian faith. Stories from the Bible inform
those who follow the religion on how to live their lives. Bible readings
are also used in parts of services for Christian faiths. Sacred holidays
include Christmas, the birth of Christ, and Easter weekend, starting
on Good Friday when Jesus died on the cross, and ending on Sunday
with his Resurrection. The Roman Catholic Church was very influential
during Europe’s Middle Ages. The Roman Catholic Church held the
highest authority in western Europe and taught and advised people on
everything from marriage to daily life. The Church held many roles as
the center of medieval society, providing education and social services.
This religious and social authority gave the church tremendous power.
Over time, the church began to abuse its power. Indulgences were
sometimes sold for money. The Pope and individual priests could
Anchor Paper – Thematic Essay—Level 5 – B
bestow indulgences, which are a pardon from sin. People like Martin
Luther thought this was an abuse of church power. He believed selling
indulgences was corrupt and ungodly. He responded by posting his
95 Theses which led to the Protestant Reformation. Over time, different
denominations of Christianity emerged. This influenced Europe by
giving Europeans more choices in their beliefs, and contributed to the
R.C.C. losing power and influence. The rise of new Christian
denominations included Lutheranism, Calvinism, and Anglicanism.
These churches disagreed over things like who should be able to
interpret the Bible and the role of clergy. In many nations in Europe,
especially France and Germany, these differences led to warfare
between Catholics and Protestants. This was known as the Age of
Religious Wars. Christianity has had a number of influences on
societies over time.
Communism on the other hand, is not a religion, but a belief system
that promotes equal ownership with no social classes. This was founded
by Karl Marx during the Industrial Revolution, when a gap between
the rich and the poor and exploitive working conditions brought problems
to the working class. Workers were taken advantage of by the
bourgeoisie, or middle class who increasingly controlled the means of
production. Communists believed the proletariat, or working class,
would rise up, confront, and eventually defeat the bourgeoisie. This
belief in the need for a violent revolution is what separated communism
from other worker reform movements of the time. After the proletariat
revolution, life would unconsciously settle into a classless society
where everybody would be equal and government would fade away.
Many workers and peasants were attracted to communism in the
Global Hist. & Geo. Rating Guide – Aug. ’16 [12] Vol. 1
Anchor Paper – Thematic Essay—Level 5 – B
hopes that they would benefit economically. This belief system
significantly influenced the Soviet Union, which became the world’s
first communist country in the early twientieth century. Leaders like
Vladimir Lenin and Joseph Stalin ruled as totalitarian dictators.
Instead of the government fading away like Marx had predicted, the
government became larger and more abusive than ever. The Soviet
Union’s goal was to expand communism and after World War II, it
forced the countries along its border, especially in eastern Europe, to
adopt communist governments. Communism had a long-term
influence on the Soviet Union which militarized, modernized, became
a superpower, and began competing with the United States.
Communism also influenced the rest of the world. China, North Korea,
Cuba, Vietnam, and other countries copied the Soviet model of
communism. The US vowed to contain communism whatever the cost.
The struggle between the United States and the Soviet Union caused
conflicts and crises, but in the 90’s the Soviet Union fell and nations
previously under its control rejected communism. By the end of the
20th century, only a few communist countries remained.
Since the beginning of time, beliefs have driven people, whole
societies and entire nations to act on what they believe in. The belief of
Christianity in Europe influenced the peoples’ way of living.
Communism influenced the Soviet Union and its many leaders to
both help and harm several nations, including its own.
Global Hist. & Geo. Rating Guide – Aug. ’16 [13] Vol. 1
Global Hist. & Geo. Rating Guide – Aug. ’16 [14] Vol. 1
Anchor Level 5-B
The response:
• Thoroughly develops all aspects of the task evenly and in depth by discussing the beliefs and
practices of Christianity and its influence on Europe and the beliefs and practices of
communism and its effect on the Soviet Union.
• Is more analytical than descriptive (Christianity: belief in one God is shared with the Jewish
faith which Christianity grew out of; stories from the Bible inform followers how to live their
lives; Roman Catholic Church held many roles as the center of medieval society, providing
education and social services; different denominations of Christianity emerged, which
influenced Europe by giving Europeans more choices in their beliefs and contributed to the
Roman Catholic Church losing power and influence; churches disagreed on who should be able
to interpret the Bible and the role of clergy; differences in beliefs led to warfare between
Catholics and Protestants; communism: communism promotes equal ownership with no social
classes; communism founded during the Industrial Revolution when a gap between the rich and
poor and exploitive working conditions brought problems to the working class; middle class
increasingly controlled the means of production and took advantage of the workers; belief that
workers would rise up, confront, and eventually defeat the bourgeoisie is what separates
communism from other worker reform movements of the time; many workers and peasants were
attracted to communism in the hopes that they would benefit economically; instead of
government fading away, it became larger and more abusive)
• Richly supports the theme with relevant facts, examples, and details (Christianity: monotheistic;
salvation; Bible; Old and New Testaments; Christmas, Easter, Good Friday; Resurrection;
Middle Ages; indulgences; Martin Luther; 95 Theses; Calvinism; Anglicanism; age of religious
wars; communism: Karl Marx; proletariat; Vladimir Lenin; Joseph Stalin; militarized;
superpower)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that are beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 5. The response effectively analyzes the
beliefs and practices of both Christianity and communism as well as the impact of these belief
systems. Examples of causation are given and knowledge of chronology is demonstrated. Extensive
use of details demonstrates a depth of knowledge.
Global Hist. & Geo. Rating Guide – Aug. ’16 [15] Vol. 1
Anchor Paper – Thematic Essay—Level 4 – A
Belief systems are a part of many people lives. They help influence
the development and culture of a region. Throughout history, communism
and Islam have influenced many different societies and regions of the
world.
Communism is a belief system built in part upon a focus on
equality for all. All people are to communally own land and equipment,
as well as other provisions. Communism developed out of Marxism, a
theory created by Karl Marx. Marx’s ideas were never fully implemented
in a society until after his death. Leaders who wanted to implement
Marxist ideas and take immediate power did not take the necessary
steps or allow the necessary time to prepare a society for communism.
Such societies included the nations of Russia and China. Both of
these nations have been shaped by communism into what they are
today. In theory, communism says government will fade away over
time. However in practice, a central part of communism has been a
powerful central government consisting of single-party rule. This
single-party rule is typically totalitarian and often led by a strong,
cult-like dictator, who demands strong loyalty to the state. Two
examples of these types of rulers would be Stalin and Mao.
Russia is the best example of communism. Russia adopted
communism under the rule of Vladamir Lenin. Lenin, to gain
support for his communist movement, promised land to the peasants
and promised to develop better factory and farm life. With this in
mind, the Bolshevik Revolution occurred. This allowed Lenin to take
power and provide reform. As promised, land was redistributed to the
peasants, and conditions improved for factory workers. After Lenin
had passed away, one of his right hand men, Joseph Stalin took power.
Global Hist. & Geo. Rating Guide – Aug. ’16 [16] Vol. 1
Anchor Paper – Thematic Essay—Level 4 – A
To consolidate his power, he exiled and killed his opponent, Trotsky,
who many thought was an overall better candidate for ruler. In power,
Stalin fully introduced communism before it should have been,
therefore causing its failure. Peasants lived in misery. Many of them
were forced onto collective farms or were imprisoned in work camps.
Mining and logging were the major camp jobs. These camps were called
gulags, a place where people went if they were suspected of disobeying
laws or of being disloyal. Although people feared Stalin and didn’t
want him in power, no one said anything out of fear. All propaganda
had to be approved by the government, and the news/media was censored.
Through five year plans, Stalin tried to increase agricultural and
industrial production, but he was only somewhat successful. The
system of communism eventually failed in the Soviet Union. Despite
seventy years of communist rule, people suffered, the standard of
living was low, and the economy was poor. By the end of the Cold War,
communism in Russia was seen as a failure.
Islam is another belief system that has influenced a society. A
central belief of Islam is the belief in one god Allah. Like communism,
Islam teaches equality of all believers. This attracted people of all
classes. It is also a personal religion that doesn’t rely on church
authorities as much as Christianity and other faiths do. Muslims
believe they must abide by what the prophet, Muhammad, and the
supreme being, Allah, have taught as written in the Qur’an. The lives
of Muslims are guided by the Five Pillars, which include the declaration
of faith in Allah and the prophet Muhammad, five daily prayers,
charity, fasting during Ramadan, and taking the Hajj or pilgrimage
to Mecca once in a lifetime. Islam also encourages education and
Global Hist. & Geo. Rating Guide – Aug. ’16 [17] Vol. 1
Anchor Paper – Thematic Essay—Level 4 – A
Muslim societies made great discoveries in science and mathematics
that helped Europe’s Renaissance. Islam is widely practiced in Northern
African and the Middle East. Some regions in which Islam is practiced
also use Sharia law. In certain countries, such as Iran and Saudi
Arabia, the Islamic religion is the basis for the government and for
written laws. One strict interpretation of Sharia includes placing
restrictions on women. For example, in some places some women must
wear veils, cannot drive cars, and have limited opportunity to receive
an education. Not all Muslim societies follow this strict version of
Sharia, and women in early Islamic societies often had more rights
and protections than women in many other societies up until modern
times.
Belief systems have shaped the culture of regions around the world.
Both communism and Islam have had political and social effects on
the regions where they are practiced.
Global Hist. & Geo. Rating Guide – Aug. ’16 [18] Vol. 1
Anchor Level 4-A
The response:
• Develops all aspects of the task by discussing the beliefs and practices of communism and its
influence on Russia and the beliefs and practices of Islam and its influence on the Middle East
• Is both descriptive and analytical (communism: communism is built in part upon a focus on
equality for all; communism developed out of Marxism; Marx’s ideas were never fully
implemented in a society until after his death; in theory, communism says government will fade
away over time, but in practice, a central part of communism has been a powerful central
government consisting of single-party rule; dictators demand a strong loyalty to the state; Lenin
promised land to the peasants and promised to develop better factory and farm life; under Stalin,
peasants lived in misery; despite seventy years of communist rule, people suffered, the standard
of living was low, and the economy was poor; by end of the Cold War, communism in Russia
was seen as a failure; Islam: like communism, Islam teaches the equality of all believers; Islam
is a personal religion that does not rely on church authorities as much as Christianity and other
faiths do; in Iran and Saudi Arabia, Islamic religion is the basis for the government and for
written laws; women in early Islamic societies often had more rights and protections than
women in many other societies)
• Supports the theme with relevant facts, examples, and details (communism: Karl Marx;
totalitarian; cult-like dictators; Mao; Bolshevik Revolution; Trotsky; gulags; propaganda; news
censored; Islam: Allah; Qur’an; encouraged education; Europe’s Renaissance; Northern Africa;
Sharia law; restrictions on women)
• Demonstrates a logical and clear plan of organization; includes an introduction that is slightly
beyond a restatement of the theme and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 4. The response uses analysis to show
how the beliefs and practices of communism sometimes differed and how the beliefs and practices
of Islam have had an impact on women at various times in history. However, the discussion of
Islam in the Middle East is more analytical than the discussion of communism in the Soviet Union.
Global Hist. & Geo. Rating Guide – Aug. ’16 [19] Vol. 1
Anchor Paper – Thematic Essay—Level 4 – B
Throughout history, a single group’s religious beliefs and endeavors
can lead to dramatic changes in not only the region where the beliefs
emerged but in many others as well. Two such belief systems are Islam
and Confucianism. These two belief systems had impacts far beyond
the Middle East and China where they began.
The religion of Islam was started by the prophet Muhammad. Many
regions and cultures, such as Egyptian and Turkish societies have
been affected, showing that the Islamic faith has spread throughout
much of the Middle East. Those of Islamic faith, called Muslims, have
certain religious rules to follow known as the Five Pillars. After a
ritual washing, they pray five times a day facing toward Mecca.
Other pillars include the hajj or traveling to Mecca, giving alms, a
declaration of faith, and fasting during Ramadan. Islam also has
other guides for living often based on the teaching and practice of
Muhammad. For example, some Muslims practices restrict the clothing
that men and women can wear in public. Like many other religions,
Islam also has various sects, Sunni and Shiite, that disagree on certain
beliefs. During the Golden Ages of Islam, many new medical, scientific
and mathmatical innovations were developed, such as vaccines, algebra,
and even cataract removal. Those of Islamic faith also preserved Greek
and Roman works, translated various books and even used calligraphy
as an art style.
Another belief system that had a lasting impact is Confucianism.
Started in China by the philosopher Confucius, Confuciansim is a
guide that was created to promote peace and harmony between people.
Confucianism teaches Five Relationships, which state that those of
higher status, like a father, older brother, husband, and emperor, must
Global Hist. & Geo. Rating Guide – Aug. ’16 [20] Vol. 1
Anchor Paper – Thematic Essay—Level 4 – B
protect and guide those of lower status, such as a son, wife, younger
brother and peasant respectively, who in turn must respect those of
higher status. Confucianism was responsible for civil service exams in
China for those wishing to enter government jobs, as Confucianism
states that only one’s knowledge and culture sets them apart from
any other man. Just like other systems and beliefs, Confucianism
also spread to other regions such as Korea and Japan. The focus on
education in Confucianism had many positive effects on the people in
China. Civil service exams gave opportunities to people of all classes to
hold government jobs. Those people who held government jobs tended to
be more qualified. Also, in some dynasties where Confucianism was
practiced a golden age took place. In these periods, the Chinese created
many new innovations like paper, a rudder for ships and even
gunpowder.
Many religions set basic guidelines and practices for living, such
as Confucianism’s sets of order and Islam’s urge to pray. Beliefs affect
both daily living, stability and the union of a nation, and even the
region it is practiced in.
Global Hist. & Geo. Rating Guide – Aug. ’16 [21] Vol. 1
Anchor Level 4-B
The response:
• Develops all aspects of the task by discussing the beliefs and practices of Islam and its
influence in the Middle East and the beliefs and practices of Confucianism and its influence
in China
• Is both descriptive and analytical (Islam: many regions and cultures such as Egyptian and
Turkish society have been affected; those of the Islamic faith have certain rules to follow
known as the Five Pillars; Islam has other guides for living based on the teachings of
Muhammad; like many other religions, Islam also has various other sects that disagree on
certain beliefs; during the golden ages of Islam, many new medical, scientific, and
mathematical innovations were developed; those of Islamic faith also preserved Greek and
Roman works, translated books, and used calligraphy as an art style; Confucianism:
Confucianism is a guide that was created to promote peace and harmony between people;
Confucianism teaches Five Relationships, which state that those of higher status must protect
and guide those of lower status, who must respect those of higher status; Confucianism was
responsible for civil service exams in China for those wishing to enter government jobs; just
like other systems and beliefs, Confucianism also spread to other regions; focus on education
had many positive effects on the people of China; in some dynasties where Confucianism
was practiced, a golden age took place)
• Supports the theme with relevant facts, examples, and details (Islam: ritual washing; prayer
five times a day facing towards Mecca; Hajj; giving alms; declaration of faith; fasting during
Ramadan; Sunni; Shiite; vaccines; algebra; cataract removal; Confucianism: Confucius;
father, older brother, husband, and emperor; son, wife, younger brother, and peasant; Korea
and Japan; paper; rudder; gunpowder)
• Demonstrates a logical and clear plan of organization; includes an introduction and a
conclusion that are somewhat beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 4. The strength of the response is the
use of details and examples to discuss both Islam and Confucianism. However, the degree of
analysis was slightly greater in the treatment of Confucianism while the discussion of Islam is at
times more descriptive.
Global Hist. & Geo. Rating Guide – Aug. ’16 [22] Vol. 1
Anchor Paper – Thematic Essay—Level 4 – C
Religion and belief systems have been established all over the world
throughout history. Followers who believe in these systems have developed
practices and laws that support the beliefs of those systems throughout
the centuries. Both communism and Christianity exemplify belief
systems and have had many influences wether it is political or
religious.
Christianity is one of the five world religions still practiced to this
day by people in different countries. Originating in the lst century,
Christianity is a monotheistic religion that honors and glorifys one
God. Followers believe that God created the world, humanity, and all
creatures of the Earth. Stories of the creation, rules to live by, and the
life of Jesus Christ are depicted in the Bible, the holy book of Christianity.
Believers follow the laws of Christianity, or the ten commandments,
as a guideline on how to be good people of God. Christian missionaries
brought churches and Christian ideas to many areas of the world.
Christianity was not always accepted in new lands by state officials
and sometimes resulted in conflict. One example is leaders of the
Roman Empire persecuting and slaughtering Christians who spread
ideas that challenged Roman traditional polytheistic beliefs. This
threatened the stability of the empire. The Christian Church refused to
let their faith be demoralized, and the faith continued to grow despite
Roman atrocities.
Over time, the Roman Catholic Church became the most powerful
organization in Western Europe. The Church made a lot of money and
many people were loyal members. In 16th century Germany, at the
time of Martin Luther, the Church made profits by selling
indulgences, which allowed Christians to buy away their sins. Some
Global Hist. & Geo. Rating Guide – Aug. ’16 [23] Vol. 1
Anchor Paper – Thematic Essay—Level 4 – C
followers disagreed about the true nature of the religion and many
disagreed with some practices of the Church. These reformers challenged
the practices of the Church and this eventually led to division. Luther
began his own church that taught people that they could go to heaven
if they had faith in Christ alone. Later, other religious leaders like
John Calvin who believed in predestination and Henry VIII of England
also started new Protestant churches. From the viewpoint of these and
other Protestants, Catholic leaders misued the religion, and brought
tension and conflict to society, especially in Europe. For centuries,
wars between Catholics and Protestants broke out all over Europe.
While Christianity dealt with religious motives, communism was
a belief based on political and economic ideas. It was adopted in
countries as a method of reorganizing their economies. Communists
believed that workers and owners should be equal, and everybody
should share the rewards for their labor. Communists focused on
eliminating the power of the bourgiosie and giving control of resources
to the proletariat. The founder of communism Karl Marx, and later
Russian leader Joseph Stalin saw this as a way of building societies
and challenging capitalism.
Another practice of communism is to spread its ideas around the
world. This put the communist movement in confrontation with the
United States and the capitalist world. For example, in Cuba, Fidel
Castro established a communist government and portrayed himself as
someone who would redistribute wealth to the peasants and workers.
During the Cold War, the United States which is capitalist had
tensions with the Soviet Union, which is communist. During this
time, the Soviet Union placed missiles in Cuba bringing the threat of
Global Hist. & Geo. Rating Guide – Aug. ’16 [24] Vol. 1
Anchor Paper – Thematic Essay—Level 4 – C
nuclear attack closer to the United States. This almost drew Cuba, the
Soviet Union, and the United States into a war. Fortunately the
missiles were removed but Castro and communism remained. Fidel
Castro is no longer in power, but his brother is. Over the last 50 years,
the economy of Cuba has suffered. Most of the people live in poverty.
The free health system is of poor quality. Workers still receive very
little pay while the communist party leaders live in comparative
luxury. Over the years, Cubans have risked their lives to flee to the
United States.
Both communism & Christianity exemplify the development of
belief systems, wether they be political or religious in nature. In
different places not all people believed in the ideas of these belief
systems, causing conflict. However, both Christianity and
communism spread throughout the world, shaping the cultures of
countries.
Global Hist. & Geo. Rating Guide – Aug. ’16 [25] Vol. 1
Anchor Level 4-C
The response:
• Develops all aspects of the task but does so somewhat unevenly by discussing the beliefs and
practices of Christianity and its influence on Europe more thoroughly than the beliefs and
practices of communism on the Soviet Union and Cuba
• Is both descriptive and analytical (Christianity: Christianity originated in the first century;
Christianity honors and glorifies one God; stories of the creation, rules to live by, and the life
of Jesus Christ are depicted in the holy book of Christianity; believers follow the laws of
Christianity as guidelines on how to be good people of God; Christianity was not always
accepted in new lands; leaders of the Roman Empire persecuted Christians who spread ideas
that challenged Roman traditional polytheistic beliefs; threatened the stability of the empire;
the Roman Catholic Church became the most powerful organization in western Europe; in
16th-century Germany, the Church made profits by selling indulgences, which allowed
Christians to buy away their sins; reformers challenged the practices of the Church and this
eventually led to division; Catholic leaders misused the religion and brought tension and
conflict to society; communism: communism was a belief based on political and economic
ideas; adapted in many countries as a way of reorganizing their economies; communism
believes that workers and owners should be equal; communists focused on eliminating power
of the bourgeoisie and giving control of resources to the proletariat; communist leaders saw
this as a way of building societies and challenging capitalism; another goal of communism is
to spread its ideas around the world, which put the communist movement in confrontation
with the capitalist world)
• Supports the theme with relevant facts, examples, and details (Christianity: monotheistic;
Bible; Ten Commandments; missionaries; Martin Luther; faith in Christ alone; John Calvin;
predestination; Henry VIII; England; wars between Catholics and Protestants; communism:
Karl Marx; Joseph Stalin; Cuba; Fidel Castro; Cold War; missiles; free health system)
• Demonstrates a logical and clear plan of organization; includes an introduction that is slightly
beyond a restatement of the theme and a conclusion that is beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 4. A good understanding of
Christianity and communism and its influence on societies is shown through the use of details
that support some analytical statements. The response demonstrates how both belief systems
challenged traditional beliefs and systems. However, while all aspects of the task are addressed,
the treatment of Christianity is more thorough than the discussion of communism.
Global Hist. & Geo. Rating Guide – Aug. ’16 [26] Vol. 1
Anchor Paper – Thematic Essay—Level 3 – A
Around the world, religion and belief systems have directly
impacted society and governance. Confucianism and Christianity
influenced China and Europe respectively.
During the period of the warring states, a scholar named Confucius
gained a large amount of followers. Needing to bring some kind of
order that China lacked during this period, Confucius established a
belief system, a philosophy. The basic principles were the 5 relationships.
These relationships stated that one must respect and follow whoever is
above them in the social hierarchy. A few of these relationships included,
father to son, husband to wife, emperor to subjects and etc. One of the
five relationships, husband to wife, greatly affected Chinese gender
roles. It added to the lack of womens rights in Chinese society. Later
female-limiting practices grew, such as foot binding. The Confucian
system stressed filial piety, duty, and respect. Confucianism heavily
influenced Chinese society. It valued occupations that directly benefited
the society. This resulted in merchants being put on the lowest rung of
the social ladder. Scholar-bureacrats held a revered position and people
who wanted to work for the government were encouraged to study
Confusianism to become more educated. Chinese society limited the
social mobility of merchants, so even a wealthy sucessful merchants
would still be at the bottom unless his children were educated, learned
Confucian beliefs and passed civil service examinations. Confucianism
also reinenforced the emperors authority and his responsibility to
provide good governance or risk being overthrown. Confucianism
differed from another philosophy, Legalism, which was enforced by
Shi Huangdi. Legalism believed that humans were inately bad, and
that their needed to be strict laws to prevent chaos. Confucianism took
a more moderate approach in believing humans were inately good.
Global Hist. & Geo. Rating Guide – Aug. ’16 [27] Vol. 1
Anchor Paper – Thematic Essay—Level 3 – A
Confucianism had an impact of the Chinese government for thousands
of years.
After the fall of Rome one of the main ideas that survived was
Christianity. Roman times were considered one of Europe’s golden
ages. Christianity originated from this time and eventually was
greatly respected. Christianity has the monotheistic belief in one god
and believes that Christ is the son of God. The Catholic Church, a type
of Christianity, had a massive amount of power during the middle
ages. Catholicism also stressed the authority of the pope. The Pope gained
even more power during this time and could declare war. Pope Urban II
declared the Crusades on the Muslims in order to gain back the holy
land. He said that in exchange for fighting in the Crusades, soldier’s
past sins could be forgiven. He also believed the Catholic Church had the
power to silence heretics who challenged Catholic beliefs. As time went
on, the Catholic Church, in order to raise money for projects, allowed
followers to buy indulgences, forgiveness for past sins. This was a
practice admonished by Martin Luther in his 95 theses. As a result of
Martin Luther’s protests, Christianity eventually divided into
different branches based on differing beliefs. For example, King
Henry the 8th developed Anglicanism which allowed him to divorce so
he could marry Anne Boyelin. Catholics and Protestants also diverged
on such ideas as to whether clergy could marry or not. Today,
Christianity is still one of the most popular religions in the world
though there are various sects people practice.
Religion and beliefs systems play a huge rule in society, affecting
governance, social classes, and political power. Both Confucianism
and Christianity had long-term impacts on societies that even those
who created them could not have forseen.
Global Hist. & Geo. Rating Guide – Aug. ’16 [28] Vol. 1
Anchor Level 3-A
The response:
• Develops all aspects of the task with some depth for Confucianism and some aspects in little
depth for Christianity
• Is more descriptive than analytical (Confucianism: needed to bring some kind of order that
China lacked; basic principles were the five relationships that stated that one must respect
and follow whoever is above them in social hierarchy; greatly effected gender roles and
added to the lack of women’s rights in Chinese society; valued occupations that directly
benefited society; resulted in merchants being put on lowest rung of social ladder; people
who wanted to work for the government were encouraged to study Confucianism to become
more educated; limited the social mobility of merchants unless his children were educated,
learned Confucian beliefs, and passed civil service examinations; reinforced the authority of
the emperor and his responsibility to provide good governance or risk being overthrown;
Confucianism differed from legalism; Christianity: one of the main ideas that survived
Roman times; the Catholic Church had a massive amount of power during the Middle Ages;
Pope gained even more power during this time and could declare war; the Catholic Church
allowed followers to buy indulgences; divided into different branches based on differing
beliefs)
• Includes some relevant facts, examples, and details (Confucianism: period of warring states;
father to son; husband to wife; emperor to subjects; foot binding; filial piety, duty, and
respect; Christianity: monotheistic; Christ is son of God; heretics; Pope Urban II; Crusades;
Muslims; Holy Land; Martin Luther; Ninety-five Theses; Anglicanism; clergy)
• Demonstrates a satisfactory plan of organization; includes an introduction that is a
restatement of the theme and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 3. The response uses accurate
information and a few analytical statements to discuss the influences of Confucianism and
Christianity, demonstrating an understanding of the task. However, the details and examples
describing the beliefs and practices of Christianity are mentioned but not developed. The
treatment of some ideas is superficial and could have been explored in more depth.
Global Hist. & Geo. Rating Guide – Aug. ’16 [29] Vol. 1
Anchor Paper – Thematic Essay—Level 3 – B
All throughout history, a major development that changed societies
and regions was religions, belief systems, and their practices. Examples
of these include Islam and Christianity which influenced many
societies and regions during different time periods.
Islam, a religion founded in the 600’s by Muhammed in the
Middle East, greatly affected many societies. The beliefs and practices
of this religion are outlined in the Five Pillars of Islam. These pillars
include Fasting, Praying, Hajj, Charity, and Shahadah (Testifying).
Muslims are told to fast during the month of Ramadan, pray 5 times
a day, make a pilgramage to Mecca at least once in their life time,
give charity out of their incomes to the poor, and to testify that there is
one God and Muhammed is his messenger. Islam and its practices
influenced the region of the Middle East and some of (Northern)
Africa greatly when it first began. Muslims conquered tremendous
areas of land and hence spread the religion to all these places, using
Islam to unify those conquered. Islam was promoted through trade. It
influenced societies connected with the Trans-Saharan trade routes
linking them to other parts of the Islamic world. Islam also significantly
aided in the development of science and math in the Middle Eastern
region and these ideas later spread into Europe through the Crusades
and contributed to the Renaissance. Islam continues to affect the
Middle East even today and sometimes is the basis for unrest. In
countries like Iraq, the struggle between Muslim sects such as Sunni’s
and Shi’as is still a big issue. Islam also influenced the region of
South Asia as it was one of the reasons why Pakistan and India
became two separate countries (the Muslims wanted a country separate
from the Hindus so they seperated and became Pakistan.)
Global Hist. & Geo. Rating Guide – Aug. ’16 [30] Vol. 1
Anchor Paper – Thematic Essay—Level 3 – B
Christianity is another religion whose beliefs and practices greatly
affected several regions and societies. Christian beliefs are similar to
Muslim ones in that they believe that there is only one God
(monothiestic). However, they believe that Jesus was the son of God and
was resurrected. Christians go by the teachings of the Bible which has
basic principles such as teaching followers not to commit adultery
and don’t kill. Christians also believe in Hell, Heaven, and Purgatery.
This belief (and the others) affected feudal Europe a lot during this
time period. Religion was a huge part of the societies of this time.
People were even willing to spend what little money they did have to
pay the Church and buy indulgences to ensure themselves and their
loved ones a quicker route to heaven. The influence of Christianity on
this region during this time period also reflected in their art which
often had religious themes. Christianity also greatly influenced the
regions of south America because spreading Christianity was a goal
many conquerors had when they came to conquer parts of South
America. Many Spanish conquistadors used the spreading of
Christianity as a justification for what they were doing.
In conclusion, religions and belief systems such as Islam and
Christianity greatly affected many societies and regions all
throughout history. Islam has affected Europe, the Middle East, and
South Asia during different time periods and continues to do so even
today. The beliefs and practices of Christianity have also done the
same thing in Europe and South America and they too continue to do
so even today.
Global Hist. & Geo. Rating Guide – Aug. ’16 [31] Vol. 1
Anchor Level 3-B
The response:
• Develops all aspects of the task with little depth for Islam and Christianity
• Is more descriptive than analytical (Islam: founded in the Middle East, greatly affected many
societies; the beliefs and practices of Islam are outlined in the Five Pillars; Muslims conquered
tremendous areas of land and spread the religion; promoted through trade; aided in the
development of science and math in the Middle Eastern region; ideas later spread into Europe
through the Crusades and contributed to the Renaissance; Islam continues to affect the Middle
East and sometimes is the basis for unrest; Christianity: beliefs are similar to Muslim ones in
that they believe that there is only one God; Christians believe Jesus was the son of God and
was resurrected; Christians go by the basic teachings of the Bible; Christian beliefs affected
feudal Europe; people were willing to spend what little money they had to pay the Church to
buy indulgences; influence of Christianity also reflected in art, which often had religious
themes; influenced the regions of South America because spreading Christianity was a goal
many conquerors had)
• Includes some relevant facts, examples, and details (Islam: Muhammad; fasting; praying; hajj;
charity; shahadah; Ramadan; Mecca; trans-Saharan trade routes; Iraq; Sunni and Shiite; Pakistan
and India; Christianity: monotheistic; adultery; do not kill; hell; heaven; Spanish conquistadors)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that
are slightly beyond a restatement of the theme.
Conclusion: Overall, the response fits the criteria for Level 3. The response demonstrates
knowledge of the beliefs and practices of Islam and Christianity. Numerous details associated with
the influence of these religions are mentioned. However, clear connections are not made nor are
these influences developed.
Global Hist. & Geo. Rating Guide – Aug. ’16 [32] Vol. 1
Anchor Paper – Thematic Essay—Level 3 – C
Throughout history, religion and philosophy have influenced
civilizations and societies. Confucianism, a philosophy developed in
China, made a major impact on Chinese society throughout several
dynasties. Humanism was an idea developed in Europe that changed
European societies dramatically.
Confucianism was developed by Confucious during the 6th
century BCE under the Zhou dynasty. It was a philosophy intended
to keep societies in order. It included 5 key relationships: subject to
king, wife to husband, son to father, younger brother to older, and
friend to friend. Except for the last relationship, the former were below
the latter and were expected to give respect and obedience. It also stressed
filial piety, respect to the eldest male of the household.
Confucianism was incorporated into the Chinese government under
many dynasties such as the Han, Song, and Ming dynasties. It
made up the bases of the civil service exam, a test taken by boys who
wanted to earn a government position. Because of this, the government
officials were well-versed in Confucian ideas and were highly
intellectual. The exam ensured that the officials were competant and
educated for their jobs. Confucianism influenced the social pyramid
in Chinese society. Merchants were at the bottom because their job of
selling goods others have toiled to produce. Confucianism taught that
these actions were lazy and unproductive. Women were also inferior in
Chinese society. Under the Song Dynasty, foot binding was practiced.
Young girl’s feet were wrapped in linen so that their feet would stay
small as they grew. This was practiced because small feet were seen as
beautiful. Most of their feet were disfigured. This would also contain
women in their homes since they weren’t able to walk for a long time.
Global Hist. & Geo. Rating Guide – Aug. ’16 [33] Vol. 1
Anchor Paper – Thematic Essay—Level 3 – C
Bound feet gave women a higher chance of attracting a partner for a
good marriage. Therefore, footbinding reinforced patriarchal neo-Confucian
teachings by restricting mobility of women and keeping them inferior
to males in society.
Humanism developed during the early 1300s. It became the bases
for the Renaissance. Humanism stressed what an individual could do.
This shifted the focus from faith, spirituality, and the Church to the
individual. Also, humanism emphasized a renewal in classical works
by Greeks and Romans. Partly due to humanism, the arts depicted
secular subjects as well as religious ones. Portraits, which were rarely
seen during the early Middle Ages, were painted for wealthy
merchants in cities such as Venice and Genoa. It also influenced the
Protestant Reformation and the Enlightenment. The Church was
challenged, and people started experimenting and discovering things
for themselves in Europe.
Confucianism and Humanism changed society in China and
Europe. Confucianism became the basis while humanism allowed the
people in Europe to discover a whole new field such as science.
Global Hist. & Geo. Rating Guide – Aug. ’16 [34] Vol. 1
Anchor Level 3-C
The response:
• Develops all aspects of the task in some depth for Confucianism and in little depth for
humanism
• Is more descriptive than analytical (Confucianism: philosophy intended to keep societies in
order; included five key relationships; incorporated into the Chinese government under many
dynasties; civil service exams insured that officials were competent and educated for their jobs;
Confucianism influenced the social pyramid in Chinese society; merchants at bottom; foot
binding reinforced patriarchal neo-Confucianism teachings by restricting mobility of women;
humanism: became the basis for the Renaissance; shifted focus from faith, spirituality, and the
Church to the individual; emphasized a renewal in classical works; arts depicted secular subjects
in addition to religious ones; influenced the Protestant Reformation and the Enlightenment)
• Includes some relevant facts, examples, and details (Confucianism: Zhou dynasty; subject to
king; wife to husband; son to father; filial piety; Han, Song, Ming dynasties; humanism: secular;
portraits; early Middle Ages; Venice; Genoa)
• Demonstrates a satisfactory plan of organization; includes an introduction that is a restatement
of the theme and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 3. The response addresses all aspects of
the task with relevant facts and details. However, lack of analysis and limited development weaken
the response, especially in the treatment of humanism.
Global Hist. & Geo. Rating Guide – Aug. ’16 [35] Vol. 1
Anchor Paper – Thematic Essay—Level 2 – A
Throughout world history, belief systems and their practices have
influenced the societies and regions in which they have bordered on.
Two beliefs systems, Christianity and Islam, are some belief systems
that have influenced their regions. While both Christianity and Islam
both influenced their regions by government and society, they do
share differences such as different customs and different influences
to their specific regions.
Christianity is a belief system or a religion, in which all followers
believe in one god. Followers of Christianity follow the 10 commandments,
a guide taken from Judaism, a religion based off of Christianity.
Followers of this religion read the bible, which consists of the Old and
New testament . Christianity influenced their region (Particularly in
Europe), as Christianity influenced government (Divine right) and
its society where in medieval times, people who follow Christianity
greatly influenced their way of lives (What they ate, marriage, how
they act). Christianity also influenced the art and architecture of their
regions. Examples include the Renaissance and Cathedrals.
Islam is also a belief system, similar to Christianity, in which all
followers believe in one god (Monotheism). Unlike Christianity,
Followers of Islam follow the 5 pillars of Islam, which is a guideline on
how they should live their life under Allah. Followers of this religion
read the Koran, something similar to the bible, but different in its
ways. Islam influenced their region (Middle East), as Islam created
theocratic states (Present-day Iran), and their way of lives. Like
Christianity, Islam also influenced the art and architecture of their
region. In Mosques all over the Middle East, Islam blends its arts and
architecture together to create magnificient structures. Although the
Global Hist. & Geo. Rating Guide – Aug. ’16 [36] Vol. 1
Anchor Paper – Thematic Essay—Level 2 – A
Hagia Sophia was once a Eastern Othodox Cathederal, after the fall of
the Byzantine empire in 1453, the Ottoman Empire transformed it
into a mosque, there they included the 4 pillars in the Hagia Sophia.
Christianity and Islam in world history have greatly influenced
their regions that they have encountered. From its customs to our arts
and architecture, Christianity and Islam still influence our modern
world in some areas, although it does not have the same influence as it
did during Medieval times (600-1450 C.E).
Anchor Level 2-A
The response:
• Minimally develops all aspects of the task for Christianity and Islam
• Is primarily descriptive (Christianity: all followers believe in one God; follow the Ten
Commandments, a guide taken from Judaism; Bible consists of Old and New Testament;
Christianity influenced government; influenced society in medieval times; influenced art and
architecture; Islam: Islam is similar to Christianity in that all followers believe in one God;
follow the Five Pillars; Islam created theocratic states in the Middle East; influenced their art
and architecture); includes weak application and analysis (Christianity: Christianity
influenced what they ate, marriage, how they act; Islam: Koran is similar to the Bible, but
different in its ways)
• Includes few relevant facts, examples, and details (Christianity: Europe; cathedrals; Islam:
monotheism; Allah; Koran; Iran; mosques; Hagia Sophia; Byzantine Empire; Ottoman
Empire); includes an inaccuracy (Christianity: Judaism is a religion based off of Christianity)
• Demonstrates a general plan of organization; includes an introduction that is a restatement of
the theme and a conclusion that is slightly beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 2. The strength of the response is in
the description of the beliefs and practices of Christianity and Islam. Details related to the
influence these religions had on Europe and the Middle East are listed, but are not developed.
Anchor Paper – Thematic Essay—Level 2 – B
There have been numerous belief systems created over the years.
Some of them have good qualities and effects, and others do not.
Confucianism is a belief system created by a chinese teacher named
Confucious. Hinduism is a belief system that branched off of
Buddhism. Hinduism and Confucianism still effect the world today.
Hinduism still exists today, but mostly in India. Hinduism
believes in reincarnation, where the body dies but the soul is born again.
Depending on the person’s karma, they’re born into a class. What class
they’re in depends on the good/bad things they did in their previous
life. This is called karma. There is no class mobility in Hinduism. So
if a person is dirt poor, nobody will help because the belief is that they
deserve being poor due to what they did in their previous life. So
basically if someone is healthy and rich they must of done good
things in their previous life. And if someone is sick and poor, they
most of done bad things in their previous life. The effect this has today
is that there is no class mobility, there’s no quality, and people aren’t
helping other people.
Confucianism is a belief system that still effects parts of China
today. Confucianism beliefs in the 5 – relationships, and extreme
respect to elders. Confucianism beliefs that one’s life should be built on
respect and education. This still effects china today, for when an older
person falls ill or gets injured, it is the childrens job to take care of the
parent, which can be physically and financially exhausting. Another
effect confucianism has is that women aren’t part of the 5 – relationships,
so they aren’t seen as equals.
Hinduism and Confucianism are old belief systems that have
positive and negative effects to them. Hinduism – do good things and
Global Hist. & Geo. Rating Guide – Aug. ’16 [37] Vol. 1
Global Hist. & Geo. Rating Guide – Aug. ’16 [38] Vol. 1
Anchor Paper – Thematic Essay—Level 2 – B
get rewarded, but no class mobility and no help for the poor or sick.
Confucianism – Have respect for elders and get a good education, but
not a lot of equality for women. All belief systems including
Confucianism and hinduism have positive and negative effects on the
world today
Anchor Level 2-B
The response:
• Minimally develops all aspects of the task for Hinduism in India and Confucianism in China
• Is primarily descriptive (Hinduism: Hindus believe people are born into a class which
depends on the good or bad things they did in their previous life; Confucianism: believes in
extreme respect for elders; believes one’s life should be built on respect and education; when
an older person falls ill or gets injured, it is the children’s job to take care of the parent);
includes faulty application and analysis (Confucianism: women are not part of the five
relationships so they are not seen as equals)
• Includes few relevant facts, examples, and details (Hinduism: reincarnation; karma;
Confucianism: Confucius; five relationships); includes an inaccuracy (Hinduism: a belief
system that branched off Buddhism)
• Demonstrates a general plan of organization; includes an introduction that mentions the
belief systems to be discussed and a conclusion that restates information already provided
Conclusion: Overall, the response fits the criteria for Level 2. The response shows a limited
understanding of the task in the treatment of the beliefs and practices of Hinduism and
Confucianism. Overgeneralizations, a lack of clear connections, and the blending of the past with
the present weaken the discussion of the influence of these belief systems.
Global Hist. & Geo. Rating Guide – Aug. ’16 [39] Vol. 1
Anchor Paper – Thematic Essay—Level 2 – C
For as long as people have lived there has been many different belief
systems. Each of these belief systems have influenced the way people
and societies live and interact with each other. Two of these belief
systems are Christianity and communism.
The belief system of Christianity is a monotheistic religion. People
that follow this belief system are called Christians. Christians are
supposed to follow a set of rules known as the Ten Commandments.
Christianity influenced Spain to carry out the Spanish inquisition.
People who practiced Islam and lived in Spain, were to either convert to
Christianity or leave Spain. During the Spanish inquisition inoccent
people would be arrested and tried for heresay. They would be tortured
until they admitted that they were hetericts. Then they would be put in
jail or executed for being heterict.
The belief system of communism is a way of living and a political
belief. Communism is the belief that everything is shared between
people living under this form of government. All wealth, food, and
property is spread equally across all families/people. Communism
greatly influenced Russia. Russia had a leader called Joseph Stalin
during WWII and the Cold War. Joseph Stalin had a collectivization
policy. This policy was the collecting of all food in Russia/U.S.S.R.
Collectivization led to the starving of many families in Russia.
During WWII there was also a slash-and-burn policy which made
large amounts of farm land unusable. This meant the enemy could
not take food if the needed it. However, this policy led to the starving of
millions of russians.
Christianity and communism are both belief systems that have
influenced societies and the way people live and think. They have done
both good and bad things for people who follow these belief systems.
Global Hist. & Geo. Rating Guide – Aug. ’16 [40] Vol. 1
Anchor Level 2-C
The response:
• Develops some aspects of the task in some depth for Christianity and communism
• Is primarily descriptive (Christianity: is a monotheistic belief system; Christians are
supposed to follow a set of rules known as the Ten Commandments; people who practiced
Islam and lived in Spain were to either convert to Christianity or leave Spain; innocent
people were arrested and tried for being heretics; communism: is a way of living and a
political belief; wealth, food, and property is spread equally across all people; collectivization
led to the starving of many families in Russia)
• Includes few relevant facts, examples, and details (Christianity: Spanish Inquisition; tortured;
jailed; executed; communism: Joseph Stalin); includes some inaccuracies (communism:
collectivization policy was the collecting of all food in Russia and U.S.S.R.; during World
War II, a slash-and-burn policy made large amounts of farmland unusable)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that
are a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 2. The response is unevenly
developed, but some relevant details indicate a limited knowledge of the task. Although the
discussion of Christianity conveys relevant information, the influence of communism on Russia
is substantially weaker and includes some information that is not connected to the belief system.
Global Hist. & Geo. Rating Guide – Aug. ’16 [41] Vol. 1
Anchor Paper – Thematic Essay—Level 1 – A
Since acient time, the practice of belief system was a mental
comfort and people used the devine “god” to explain the problems they
could not understand. Later on, the belief system played a important
role and associate with the daily life.
The development of the religion can influence the tradtion of the
region. India where is the orgin of Buddhism and Hinduism thus
created its own culture and society structure.
Hinduism, developed from acient time, is a polytheistic religion
that the majority of the Indians are. It has a strict caste system rule
that states no social mobilities are allowed. It also believed in karma,
which is the cycle of what you did.
Buddism, emerged just before the Hinduism that did not create a
huge influence in India as Hinduism did. Instead, it seprated
throught out Asia. It emphasized on the harmony with nature and the
equal rights for everyone. Just like Hinduism, it also believed in
internal life and the cycle.
Such belifes influenced the behavior of the people who want to
acheive an internal life. It also influenced the society to adopt the idea
of social class
Global Hist. & Geo. Rating Guide – Aug. ’16 [42] Vol. 1
Anchor Level 1-A
The response:
• Minimally develops some aspects of the task for Hinduism and Buddhism
• Is descriptive (Hinduism: developed from ancient times; polytheistic religion; majority of
Indians; strict caste system; Buddhism: did not create as huge influence in India as Hinduism;
emphasized equal rights)
• Includes few relevant facts, examples, or details (Hinduism: India; karma; Buddhism: Asia);
includes an inaccuracy (Buddhism: emerged just before Hinduism)
• Demonstrates a general plan of organization; includes an introduction that refers to the theme
and a conclusion that restates the theme
Conclusion: Overall, the response fits the criteria for Level 1. The response shows a limited
understanding of the task in the treatment of the beliefs and practices of Hinduism on India.
Generalizations, lack of details, and a lack of clear connections weaken the response.
Global Hist. & Geo. Rating Guide – Aug. ’16 [43] Vol. 1
Anchor Paper – Thematic Essay—Level 1 – B
Throughout history, belief systems and their practices have
influenced societies and regions in the word. two examples are
Buddhism and humanism, this two belief system had great affects on
societies. First Buddhism, this was more of a way of life rather than a
believe system, the main goal of this believe systm is to get to nirvana
known as the “holy place” which was the highest you could be., its like
heaven to Christians. Throughout the lives of these people in society
they were always doing things to get here such as the 8 fold path,
which was pretty much a key to get to Nirvana. As long as these
things were done you were able to go to Nirvana. This was such a big
deal for everyone getting to Nirvana so everyone fold these 8 rules on
there way there. A second belief system is humanism. this was the
change from gods being responsible for everything and people always
looking to them for help, to the believe that humans are capable of
anything. This was such a big change because it resulted in
advancements in science, math and other things as humans were now
constantly trying to farther their knowledge. In conclusion throughout
history there have been several belief systems that changed the way of
life then and still to this day but these are only two.
Global Hist. & Geo. Rating Guide – Aug. ’16 [44] Vol. 1
Anchor Level 1-B
The response:
• Minimally develops some aspects of the task by mentioning the beliefs and practices of
Buddhism and humanism and by mentioning an influence of humanism
• Is descriptive (Buddhism: a way of life; main goal is to get to nirvana; humanism: belief that
humans are capable of anything; resulted in advancements; humans trying to further their
knowledge); include faulty analysis (Buddhism: nirvana is like heaven to Christians)
• Includes few relevant facts, examples, or details (Buddhism: Eightfold Path; humanism:
science and math)
• Demonstrates a weakness in organization; lacks a formal introduction and conclusion
Conclusion: Overall, the response fits the criteria for Level 1. The response shows a limited
understanding of the task and provides some information about the beliefs and practices of
Buddhism and humanism but does little to address the influences of these belief systems.
Global Hist. & Geo. Rating Guide – Aug. ’16 [45] Vol. 1
Thematic Essay—Practice Paper – A
Over the course of history belief systems have played an important
role in influencing societies, regions or cultures. Humanism and
communism are examples of two completely different belief systems
that have influenced societies and have had long lasting results that
are still present today. While humanism focused on the individual,
communism focused on the group.
Humanism is an example of a belief system that influenced people
to think differently. Humanism was a radical concept that developed
at the start of the Rennaissance in Europe. Prior to the Rennaissance
during the Middle Ages many peoples lives were fixated around the
Church. Humanism encouraged the idea that individuals could
acheive greatness if they put their mind to it; it encouraged self-worth.
Important artists and thinkers such as Leonardo Davinci, Niceolo
Machiavelli and Gallileo Galili are examples of individuals whose
achievements were promoted by the ideas of humanism. A second
aspect of humanism is the revival of ancient classical culture.
Humanist thinkers wanted to revive the glory of ancient Greece and
Rome. They studied writings from classical thinkers like Socrates and
Plato.
Humanism had life-changing affects on many people living in
Europe during the Rennaissance. For the first time since the fall of
Rome, peoples focus shifted from humility and community to individual
pride and achievement; and artists learned to express themselves
through new means of art and literature. Because humanism
encouraged the idea of self-worth, more people began reading, writing
and thinking more for themselves. While humanism in Italy was
more secular in focus, humanism in northern Europe promoted
Global Hist. & Geo. Rating Guide – Aug. ’16 [46] Vol. 1
Thematic Essay—Practice Paper – A
Christian morals. When Johannes Guttenburg invented the printing
press, this allowed literature to be printed much more efficiently and
faster than before, and work was now being printed in vernacular
languages. This allowed books to become more accessible to more people,
and because of this the literacy rate drastically increased, leading to a
much more intelligent public. One northern humanist who challenged
church teachings was Martin Luther. With the help of the printing press,
Luther was able to distribute his ideas on the church, and attacked its
practice of selling indulgences. For the first time in European history,
large numbers of people started to question the authority of the church,
causing the church to lose a lot of power.
Communism was an economic system that appealed to many
people in the early 20th century. One person who was responsible for
developing the ideals of communism was Karl Marx. In Marx’s book
“the Communist Manifesto” he encouraged the proletariat to overthrow
the burgeoise, and establish their own, provisional government. He
then went on to explain that the ideal system was one which no longer
had one small group which controlled all the means of production.
Instead, there would be an egalitarian society. This is the foundation
of communism; everyone is to be equal, everyone earns the same
amount of money and the government rather than wealthy owners
controls the economy. Although Marx’s ideas from “the Communist
Manifesto” was never fully implemented, his work still succeeded in
influencing leaders in other regions. One leader was Mao Zedong,
who was influenced by Marx’s work and led his own Communist
Revolution of China. Mao Zedong and his followers succeeded in
defeating the nationalists, and established a communist government
Global Hist. & Geo. Rating Guide – Aug. ’16 [47] Vol. 1
Thematic Essay—Practice Paper – A
that has been in affect for many years. During Mao’s rule, he appealed
to the peasantry and used them as his base of support. During the
Great Leap Forward, he established communes and collectivized lands.
His efforts at increasing production failed and many died of
starvation. During the Cultural Revolution, he killed many he saw as
a threat to his power and to communist control. This shows that Marx’s
beliefs must have had some impact because he was able to influence
many people in an entirely different region in the world from the
European one in which he wrote.
Communism and humanism, although completely different, have
had similar results in that they have both succeeded in influencing
and persuading people in other regions to think in different ways and
to question their lifestyle. This is true of the societies in Europe during
the Rennaissance and China under the rule of Mao Zedong.
Global Hist. & Geo. Rating Guide – Aug. ’16 [48] Vol. 1
Thematic Essay—Practice Paper – B
In history, many different beliefs have made an impact on societies
associated with them. Both Hinduism and legalism have had a major
affect on different areas. Hinduism used the caste system, which
influenced daily life in a major way. They also believed in karma,
dharma, and reincarnation. Legaism was very strict, and believed
that people needed harsh laws. India and China have been changed by
the adoption of these belief systems.
Hinduism originated in ancient times in India. One of the main
beliefs of Hinduism was the caste system. The caste system was a
religious heirarchy that molded the daily lives of Hindus. It was very
strict. At the top were the Brahmins, who were the priests. Then, there
were the Kyshatrias, who were the warriors, the vaisyas, who were the
merchants, and the sudras, who were the peasants. Considered below
the caste system were the untouchables. Hindus believe that if you do
your dharma, which is your duty, you will have good karma. If you
have good karma, you will move up a varna, or a caste, through
reincarnation until you reach moksha, which is the final resting place
for the Hindu soul. This caste system shaped the every day lives of the
Hindus.
Hinduism was extremely influencial in India throughout its
history. For example, under Hinduism caste rules governed cooking,
marriage, and employment. The untouchables, who were below the caste
system, were left to do the dirty jobs, such as garbage clean up and
disposal of dead bodies. It was considered a sin to look at them. So in
the past, when they would walk down the street, they would have to
bang sticks together to let people know they were coming. One time
period that was affected by Hinduism was the Gupta Empire. There was
Global Hist. & Geo. Rating Guide – Aug. ’16 [49] Vol. 1
Thematic Essay—Practice Paper – B
a revival of Hinduism, which took away freedoms. Purdah was
adopted, which meant there were social restrictions on women. They
were secluded and had to wear a veil in public. They could not divorce
or own property, and land-owning was a source of power. Hinduism
had an impact.
Legaism has been best known to be used in the Qin dynasty of
China. Ruler Qin Shi Huangdi was the emperor, and believed that
humans are naturally bad, and need strict laws and harsh punishments
to be good. These orders were needed to impose order and stability.
In the Qin, because of how strict legalism was many citizens lived
in fear. There were harsh laws and severe punishments for anyone who
did not abide by the laws. Also, many books were burned by Shi
Huangdi that went against his rule. Legalism molded the everyday
lives of the people of the Qin. Shi Huangdi had a huge army and used
it to watch over and intimidate his people.
Many religions and belief systems, such as Hinduism and
legalism have shaped many societies. Their beliefs and guidelines have
made the world and different societies what they are today.
Global Hist. & Geo. Rating Guide – Aug. ’16 [50] Vol. 1
Thematic Essay—Practice Paper – C
Throughout history, belief systems and their practices have
influenced societies and regions. Belief systems were a way in which
people had to live there lives a certain way. A belief system influenced
a society or region in which it was practiced.
One example of a belief system is Christianity. Christianity is the
belief in one god. They believed in Jesus and looked up to him about a
lot of things. People who believe in Christianity believe that god is the
reason why were still here today. You also have to take time and prey
and most Christians go to church every sunday to “connect” with
him. Today we still believe in Christianity and we still use it today.
Another belief system that very important is communism.
Communism is when you have no control in your beliefs. The
communist state tells you what you’re beliefs are and what you can
and cant do. When you believed in communism you tend to live a
very restricted life and you don’t really have much say in what you
can say/do.
There are many types of Belief systems out there and many of
them are very different. But when choosing you’re beliefs you have
many options. But as you can see throughout history, belief systems
and their practices have influenced societies and regions still today.
Global Hist. & Geo. Rating Guide – Aug. ’16 [51] Vol. 1
Thematic Essay—Practice Paper – D
Belief systems and practices are an important factor in
determining the past and future of societies and regions. All societies
and regions are influenced by beliefs and practices. Two examples of
belief systems that have impacted certain regions and societies to a
great extent are Islam and communism. Whole countries have been
shaped by these beliefs, including the former Soviet Union and other
countries in Eastern Europe, as well as China.
Communism was formed by the ideas of Karl Marx, who wrote that
the proletariats would overthrow the rule of the bourgeousie and use
their power to create a classless society. These ideas began to appeal to
the Russian people, who had been ruled by a chain of czars. These czars
held the authority that was not shared with the majority of Russians,
who were peasants. When a new group, called the Bolshevik Party,
emerged before the Russian Revolution, they were supported by the
peasants, who felt the Bolsheviks offered all that they wanted,
including peace, land, and bread. The Bolshevik Party was able to
overthrow the czar, and started to establish a communist government.
Rather than giving power to the proletariats, they used their power to
oppress and censor the people. When Joseph Stalin emerged as the
communist government’s leader, many people were killed in purges,
and the people lived in fear, under the rule of the new Soviet Union.
Their whole society was changed by Stalin’s brand of communism.
Islam has also been an important belief system throughout history.
Muslims believe that there is one god, “Allah”, whose prophet was
Muhammed. They believe in giving charity to the poor. Muslims also
believe that at least one time in their lives they should make a trip to
the holy city of Mecca. This is know as the hajj. During the Crusades,
Global Hist. & Geo. Rating Guide – Aug. ’16 [52] Vol. 1
Thematic Essay—Practice Paper – D
there was a violent struggle between Muslims, Jews, and Christians
over possession of the holy land to which each group believes they have
rights. In modern times, Palestine has been deeply involved in these
conflicts, and there are now extreme tensions between Palestine and
Israel. Iran was another location greatly affected by Islam in recent
times. Iran’s future was determined by the beliefs of the people, who
supported Ayatollah Khomeini in overthrowing the Shah. Khomeini
created a theocracy in which people are subject to all Islamic law.
Women are especially limited by the law; they must always be
accompanied by a man in full body coverings. The development of the
Middle East has been hugely determined by Islamic beliefs.
Belief systems and practices have been a major factor throughout
history in shaping societies and regions. Places such as China,
Russia, and the Middle East were all greatly influenced by the belief
systems of the people.
Global Hist. & Geo. Rating Guide – Aug. ’16 [53] Vol. 1
Belief systems and practices have influenced societies and regions
throughout history. Christianity is a popular, monotheistic religion
that has made a big impact on many regions and communism is
another belief system that had a big influence on the societies that
practiced it.
Christianity is one of the most well known belief systems in the
world. It was first spread by a man named Jesus who was said to be the
son of God. After Jesus’ death, his disciples continued to spread ‘the
word of god’ and spread the religion. Christianity is a monotheistic
religion. Followers of this faith pray to god and worship in a church.
Followers live by the Ten Commandments, the Christian guidelines.
Christianity has influenced many societies. It was spread around the
world and adopted by different societies. The people adapt their lives to
live by the Ten Commandments. In the earlier times of the history of
Christianity, the priests were very high up on the social structures.
Many socieities were run by the Christian Church; the Church and
state ran together. Many early rulers were Christian and their faith
influenced how they ruled. Also, the regions involved in the Crusades,
the holy wars, were greatly impacted.
Communism is another belief system that has impacted many
regions. Through communism a government controlled everything.
The government told the people what to produce agriculturally and
manufacturally. Then they collected most of it to redistribute or trade.
Many communist governments practiced this, its called
collectivization. Most communist governments were unsuccessful in
the end. Many times the people in communist society died of
starvation and famine.
Thematic Essay—Practice Paper – E
Christianity and communism both had great impacts and
influence on the regions and societies that practiced them.
Christianity is still a popular religion practiced today.
Thematic Essay—Practice Paper – E
Global Hist. & Geo. Rating Guide – Aug. ’16 [54] Vol. 1
Practice Paper A—Score Level 4
The response:
• Develops all aspects of the task but does so somewhat unevenly by discussing the beliefs and
practices of humanism and its influence on Europe more thoroughly than the beliefs and
practices of communism and its influence on China
• Is both descriptive and analytical (humanism: prior to the Renaissance during the Middle Ages,
many people’s lives were fixated around the Church; humanism encouraged the idea that
individuals could achieve greatness; important artists and thinkers are examples of individuals
whose achievement was promoted by humanism; a second aspect of humanism is the revival of
ancient classical culture; for the first time since the fall of Rome, people’s focus shifted from
humility and community to individual pride and achievement; artists learned to express
themselves through new means of art and literature; people began reading, writing, and thinking
more for themselves; books became more accessible to more people which increased literacy,
leading to a much more intelligent public; large numbers of people began to question the
authority of the Church, causing the Church to lose power; communism: an economic system
that appealed to many people in the early 20th century; Marx encouraged the proletariat to
overthrow the bourgeoisie and establish their own provisional government; everyone is to be
equal, to earn the same amount of money, and the government controls the economy;
communist government established in China; Mao appealed to the peasantry and used them as
his base of support; Mao killed many he saw as a threat to his power and to communist control)
• Supports the theme with relevant facts, examples, and details (humanism: Leonardo DaVinci;
Niccolò Machiavelli; Galileo; Socrates; Plato; Gutenberg; printing press; vernacular; Martin
Luther; sale of indulgences; communism: Karl Marx; Communist Manifesto; egalitarian society;
communes; collectivized lands; Great Leap Forward; Cultural Revolution)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that are slightly beyond a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 4. Facts, examples, and details show an
understanding of these belief systems, their spread, and their effects. The discussion of the influence
of humanism is strong and includes many details. However, the discussion of communism is less
developed.
Global Hist. & Geo. Rating Guide – Aug. ’16 [55] Vol. 1
Practice Paper B—Score Level 3
The response:
• Develops all aspects of the task with little depth for Hinduism and legalism
• Is more descriptive than analytical (Hinduism: caste system was a religious hierarchy that
influenced daily life; Hindus believed that good karma would lead to moving up a caste through
reincarnation; Moksha is the final resting place for the Hindu soul; caste rules governed
cooking, marriage, and employment; purdah meant social restrictions on women; women could
not divorce or own property; legalism: believed that people needed harsh laws to impose order
and stability; Shi Huangdi believed that humans are naturally bad and need strict laws and harsh
punishments; because of how strict legalism was, many citizens lived in fear)
• Includes some relevant facts, examples, and details (Hinduism: Brahmins–priests; Kshatriyas–
warriors; Vaisyas–merchants; Sudras–peasants; dharma; varna; dirty jobs; Gupta Empire;
seclusion; legalism: Qin dynasty; books burned; use of army to intimidate people)
• Demonstrates a satisfactory plan of organization; includes an introduction that is beyond a
restatement of the theme and a conclusion that is a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 3. The strength of the response is in the
discussion of Hinduism and the use of examples and details to demonstrate an understanding of the
task. The influence of legalism lacks development.
Practice Paper C—Score Level 1
The response:
• Minimally develops some aspects of the task by mentioning the beliefs and practices of
Christianity and mentioning the influence of communism
• Is descriptive (Christianity: belief in one God; go to church every Sunday; communism:
communist state tells you what your beliefs are and what you can and cannot do)
• Includes few relevant facts, examples, or details (Christianity: Jesus; communism: restricted
life)
• Demonstrates a general plan of organization; lacks focus; includes an introduction and a
conclusion that restate the theme
Conclusion: Overall, the response fits the criteria for Level 1. The response mentions the beliefs
and practices of Christianity. Details about the influence of communism are not developed. The
response demonstrates a very limited understanding of the task.
Global Hist. & Geo. Rating Guide – Aug. ’16 [56] Vol. 1
Practice Paper D—Score Level 3
The response:
• Develops all aspects of the task with little depth for communism and for Islam
• Is more descriptive than analytical (communism: formed by Karl Marx who wrote that the
proletariats would overthrow the rule of the bourgeoisie and use their power to create a classless
society; communist ideas appealed to Russian people; power not shared with the majority of
Russians, who were peasants; czar was overthrown and communist government was established;
power used to oppress and censor the people; people lived in fear under the rule of the new
Soviet Union; Islam: Muslims believe in one God whose prophet was Muhammad; during the
Crusades, there was a violent struggle between Muslims, Jews, and Christians over possession
of the Holy Land to which each group believes they have rights; theocracy created in Iran in
which all people are subject to Islamic law; women are especially limited by the law)
• Includes some relevant facts, examples, and details (communism: Bolshevik Party; Russian
Revolution; peace, land, and bread; Joseph Stalin; purges; Islam: Allah; giving charity to the
poor; Hajj; Ayatollah Khomeini; Shah); includes a minor inaccuracy (Islam: women in Iran
must always be accompanied by a man in full body coverings)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that
are a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 3. The strength of the response is in the
discussion of the beliefs and practices of communism and its influence on the Soviet Union. The
influences mentioned for Islam lack development.
Practice Paper E—Score Level 2
The response:
• Minimally develops some aspects of the task for Christianity and communism
• Is primarily descriptive (Christianity: a popular monotheistic religion; Jesus was said to be the
son of God; followers worship in a Church and live by Christian guidelines; priests were high
up in the social structure; many societies were run by the Christian Church; many early rulers
were Christian and their faith influenced how they ruled; regions involved in the Crusades were
impacted; communism: government controlled everything; government told the people what to
produce; most communist governments were unsuccessful in the end; many times, people in
communist societies died of starvation and famine); includes faulty application (Christianity:
first spread by Jesus; communism: redistribution is called collectivization)
• Includes very few relevant facts, examples, and details (Christianity: disciples; Ten
Commandments)
• Demonstrates a general plan of organization; includes an introduction and conclusion that are
restatements of the theme
Conclusion: Overall, the response fits the criteria for Level 2. The response relies on sweeping
generalizations to discuss the influences of Christianity and communism and fails to identify or
imply the society or region being influenced. Lack of development weakens the response.
Global Hist. & Geo. Rating Guide – Aug. ’16 [57] Vol. 1
Global History and Geography Specifications
August 2016
Part I
Multiple-Choice Questions by Standard
Standard Question Numbers
1—United States and New York History N/A
2—World History 2, 5, 9, 10, 13, 15, 16, 17, 22, 23, 29, 30, 32, 33, 35, 39, 40, 42, 43, 44, 46, 48, 49, 50
3—Geography 1, 4, 6, 7, 12, 14, 18, 20, 25, 28, 31, 37, 38, 41, 47
4—Economics 8, 11, 19, 26, 27, 36, 45
5—Civics, Citizenship, and Government 3, 21, 24, 34
Parts II and III by Theme and Standard
Theme Standards
Thematic Essay Belief Systems
Standards 2, 3, 4, and 5: World History; Geography; Economics; Civics, Citizenship, and Government
Document-based Essay
Environment and Society; Science and Technology; Urbanization; Conflict; Human and Physical Geography; Movement of People and Goods
Standards 2, 3, 4, and 5: World History; Geography; Economics; Civics, Citizenship, and Government
Scoring information for Part I and Part II is found in Volume 1 of the Rating Guide.
Scoring information for Part III is found in Volume 2 of the Rating Guide.
Global Hist. & Geo. Rating Guide – Aug. ’16 [58] Vol. 1
Submitting Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the testdevelopment process. The Department provides an online evaluation form for State assess-ments. It contains spaces for teachers to respond to several specific questions and to makesuggestions. Instructions for completing the evaluation form are as follows:
1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
The Chart for Determining the Final Examination Score for the August 2016Regents Examination in Global History and Geography will be posted on theDepartment’s web site at: http://www.p12.nysed.gov/assessment/ on the day ofthe examination. Conversion charts provided for the previous administrationsof the Global History and Geography examination must NOT be used to determine students’ final scores for this administration.
Contents of the Rating Guide
For Part III A Scaffold (open-ended) questions:• A question-specific rubric
For Part III B (DBQ) essay:• A content-specific rubric• Prescored answer papers. Score levels 5 and 1 have two papers each,
and score levels 4, 3, and 2 have three papers each. They are orderedby score level from high to low.
• Commentary explaining the specific score awarded to each paper• Five prescored practice papers
General:• Test Specifications• Web addresses for the test-specific conversion chart and teacher
evaluation forms
Updated information regarding the rating of this examination may be posted on theNew York State Education Department’s web site during the rating period. Visit thesite at: http://www.p12.nysed.gov/assessment/ and select the link “Scoring Information”for any recently posted information regarding this examination. This site should bechecked before the rating process for this examination begins and several timesthroughout the Regents Examination period.
Copyright 2016The University of the State of New York
THE STATE EDUCATION DEPARTMENTAlbany, New York 12234
FOR TEACHERS ONLYThe University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
GLOBAL HISTORY AND GEOGRAPHYWednesday, August 17, 2016 — 12:30 to 3:30 p.m., only
RATING GUIDE FOR PART III A AND PART III B
(DOCUMENT-BASED QUESTION)
VO L U M E
2OF2DBQ
Mechanics of Rating
The procedures on page 2 are to be used in rating papers for this examination. More detailed directionsfor the organization of the rating process and procedures for rating the examination are included in theInformation Booklet for Scoring the Regents Examination in Global History and Geography and United States History and Government.
Global Hist. & Geo. Rating Guide – Aug. ’16 [2] Vol. 2
GLOBAL HISTORY AND GEOGRAPHY
Rating the Essay Question
(1) Follow your school’s procedures for training raters. This process should include:
Introduction to the task—• Raters read the task• Raters identify the answers to the task• Raters discuss possible answers and summarize expectations for student responses
Introduction to the rubric and anchor papers—• Trainer leads review of specific rubric with reference to the task• Trainer reviews procedures for assigning holistic scores, i.e., by matching evidence from the response
to the rubric• Trainer leads review of each anchor paper and commentary
Practice scoring individually—• Raters score a set of five papers independently without looking at the scores and commentaries
provided• Trainer records scores and leads discussion until the raters feel confident enough to move on to
actual rating
(2) When actual rating begins, each rater should record his or her individual rating for a student’s essay onthe rating sheet provided, not directly on the student’s essay or answer sheet. The rater should not correct the student’s work by making insertions or changes of any kind.
(3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that differ by more than one point.
Rating the Scaffold (open-ended) Questions
(1) Follow a similar procedure for training raters.(2) The scaffold questions are to be scored by one rater.(3) The scores for each scaffold question must be recorded in the student’s examination booklet and on the
student’s answer sheet. The letter identifying the rater must also be recorded on the answer sheet.(4) Record the total Part III A score if the space is provided on the student’s Part I answer sheet.
Schools are not permitted to rescore any of the open-ended questions (scaffold questions, thematic essay, DBQ essay) on this exam after each question has been rated the required number of times as specified in the rating guides, regardless of the final exam score. Schools arerequired to ensure that the raw scores have been added correctly and that the resulting scalescore has been determined accurately. Teachers may not score their own students’ answerpapers.
The scoring coordinator will be responsible for organizing the movement of papers, calculating a finalscore for each student’s essay, recording that score on the student’s Part I answer sheet, and determiningthe student’s final examination score. The conversion chart for this examination is located athttp://www.p12.nysed.gov/assessment/ and must be used for determining the final examination score.
Global Hist. & Geo. Rating Guide – Aug. ’16 [3] Vol. 2
Global History and Geography
Part A Specific Rubric
Document-Based Question
August 2016
Document 1
Source: Rathje and Murphy, Rubbish! The Archaeology of Garbage, HarperCollins Publishers, 1992
. . .It was the threat of disease, finally, that made garbage removal at least partially a publicresponsibility in Europe and the United States. One obstacle these days to a calm andmeasured approach to garbage problems is a collective memory restricted to the humanlifespan of about seventy-five years. It is difficult for anyone alive now to appreciate howappalling, as recently as a century ago, were the conditions of daily life in all of the cities ofthe Western world, even in the wealthier parts of town. “For thousands of years,” LewisMumford wrote in The City in History, “city dwellers put up with defective, often quite vile,sanitary arrangements, wallowing in rubbish and filth they certainly had the power toremove.” The stupefying level of wrack [rubbish] and rejectamenta [refuse] in one’simmediate vicinity that was accepted as normal from prehistory through the Enlightenmentwas raised horribly by the Industrial Revolution, which drew millions of people into alreadycongested cities and at the same time increased the volume of consumer goods—futurethrowaways—by many orders of magnitude. . . .
1a According to Rathje and Murphy, which problem influenced cities to take responsibility for waste
removal?
Score of 1:
• States a problem that influenced cities to take responsibility for waste removal according to Rathje and
Murphy
Examples: threat of disease/disease; accumulation of enormous levels/amounts of garbage; increasing
volume of throwaway goods; defective sanitary arrangements; vile sanitary conditions;
worsening sanitary conditions as more people move to the cities; millions of people moving
to already congested cities; city dwellers wallowing in rubbish/filth that could be removed;
magnitude of the garbage problem; wallowing in rubbish and refuse; stupefying level of
wrack and rejectamenta; appalling conditions of daily life; the level of rubbish was raised by
the Industrial Revolution; disease; people getting sick
Score of 0:
• Incorrect response
Examples: lack of collective memory; garbage removal was made a public responsibility; towns had
wealthier parts; people were leaving congested cities; volume of consumer goods decreased;
accepted as normal; restricted to a lifetime of memories; people did not live beyond 75;
human lifespan; they had the power to do it; city dwellers put up with defective arrangements
• Vague response
Examples: it was an obstacle; orders of magnitude; the magnitude; conditions; wallowing; it was
appalling
• No response
Global Hist. & Geo. Rating Guide – Aug. ’16 [4] Vol. 2
1b According to Rathje and Murphy, what is one factor that has accelerated the production of garbage
in cities?
Score of 1:
• States a factor that has accelerated the production of garbage in cities according to Rathje and Murphy
Examples: industrialization; Industrial Revolution; overcrowding in cities/millions drawn to already
congested cities/congested cities; urbanization; increased volume of consumer
goods/increased production of consumer goods which leads to future throwaways
Score of 0:
• Incorrect response
Examples: disease; it was normal from prehistory throughout the Enlightenment; people were wallowing
in filth; the United States and Europe are partially responsible; the approach was calm and
measured; level of wrack and rejectamenta; the Enlightenment was raised horribly by the
Industrial Revolution; threat of disease
• Vague response
Examples: future throwaways; drew millions; city dwellers put up with it; increasing numbers;
congested; many orders of magnitude
• No response
Global Hist. & Geo. Rating Guide – Aug. ’16 [5] Vol. 2
Document 2
2 As a result of poor sanitation, what was one problem faced by the city of ancient Athens according to
William Stearns Davis?
Score of 1:
• States a problem faced by the city of ancient Athens as a result of poor sanitation according to William
Stearns Davis
Examples: great accumulations of filth contaminating the streets can lead to disease; perpetual
disease/pestilence; presence of conditions leading to disease; great plagues; many things that
could offend the nose or eyes; dirty water being thrown into the streets
Score of 0:
• Incorrect response
Examples: lack of regular scavengers; extreme narrowness of streets; streets were sometimes muddy or
dusty; intolerable alleys; no sewer system/lack of any sewer system
• Vague response
Examples: progress was slow; great accumulations; many things to offend; the city was attacked
• No response
Description of Ancient Athens
Source: William Stearns Davis, A Day in Old Athens, Allyn and Bacon (adapted)
. . .The Streets and House Fronts of Athens. — Progress is slower near the Market Placebecause of the extreme narrowness of the streets. They are only fifteen feet wide or even less, — intolerable alleys a later age would call them, — and dirty to boot. Sometimes they aremuddy, more often extremely dusty. Worse still, they are contaminated by great accumulationsof filth; for the city is without an efficient sewer system or regular scavengers. Even as the crowd elbows along, a house door will frequently open, an ill-favored slave boy show hishead, and with the yell, “Out of the way!” slap a bucket of dirty water into the street. Thereare many things to offend the nose as well as the eyes of men of a later race. It is fortunateindeed that the Athenians are otherwise a healthy folk, or they would seem liable to perpetualpestilence [disease]; even so, great plagues have in past years harried [attacked] the city. . . .
Global Hist. & Geo. Rating Guide – Aug. ’16 [6] Vol. 2
Document 3
3a According to this excerpt from What Life Was Like in the Age of Chivalry, what was one cause of
unsanitary conditions in European medieval cities?
Score of 1:
• States a cause of unsanitary conditions in European medieval cities according to this excerpt
Examples: increased congestion in the cities; sewage or animal cadavers thrown into the river; unsold
fish tossed into the street; contaminated water; blood of slaughtered animals flowing into
gutters; contaminated water from vats of dyers; municipal hygiene laws did little to prevent
unsanitary conditions/ineffective municipal hygiene laws; waste/garbage accumulating in the
streets; allowing pigs to roam the streets/allowing pigs to root in the garbage; more people
moving into towns and cities
Score of 0:
• Incorrect response
Examples: people moved to the countryside; high fines for offending animals; butchers and dyers
worked in cities; there were fishmonger shops; restricting activities of porcine scavengers;
making the pig owners pay a fine; wearing clogs to stay above the muck
• Vague response
Examples: more and more people left; it was a major concern; activities were restricted; contaminated;
disposal; rooting around; hygiene
• No response
Source: What Life Was Like in the Age of Chivalry: Medieval Europe AD 800–1500, Time-Life Books (adapted)
As more and more people left the countryside andmoved into towns and cities, waste disposal and publichygiene in the increasingly congested areas becamemajor concerns. Sewage and animal cadavers werethrown into the rivers; butchers let the blood ofslaughtered animals flow into the gutters, as did dyersthe contaminated water from their vats. Fromfishmongers’ shops. . . , unsold fish were tossed into the street at the end of the day.
For the most part municipal hygiene laws did littleto prevent these practices, and those citizens who, likethe man [shown] wearing clogs to stay above the muck,tried to sweep up the accumulated refuse often had tocompete with the free-roaming pigs that rooted in the garbage. Some towns tried to restrict the activities ofporcine [pig] scavengers, imposing a fine on owners wholet their pigs run free on a Sunday—and an even higherfine if the offending animal was a sow [female pig].
Global Hist. & Geo. Rating Guide – Aug. ’16 [7] Vol. 2
3b According to this excerpt from What Life Was Like in the Age of Chivalry, what was one attempt made
to address the issue of municipal waste?
Score of 1:
• States an attempt made to address the issue of municipal waste according to this excerpt
Examples: fines; development of municipal hygiene laws/made laws; sweeping up accumulated refuse;
restricting the activities of pigs or scavengers; imposing fines on owners who let pigs/sows
run free on Sundays; wearing clogs to stay above the muck
Score of 0:
• Incorrect response
Examples: sewage; animal cadavers were thrown into the rivers; butchers slaughtered animals; pigs
eating; laws did little; fining the pigs
• Vague response
Examples: attempts to restrict; changes; staying above it; accumulated refuse; even higher for sows
• No response
Global Hist. & Geo. Rating Guide – Aug. ’16 [8] Vol. 2
Document 4a
Poem About the Thames River in London
Source: Punch, Volume 17, 1849 (adapted)
*cento: a mixture**vested int’rests: a person or group having a personal stake or financial involvement
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4a According to this 1849 illustrated poem, what was one reason London’s drinking water was polluted?
Score of 1:
• States a reason London’s drinking water was polluted according to this 1849 illustrated poem
Examples: it came from the polluted Thames; the Thames River was filled with waste; sewer or
cesspool or sink waste or factory waste dumped into the Thames; vested interests paid off
people or officials to ignore the sewage/cesspool waste being dumped in the Thames; dead
fish floated in the Thames or in the river; dumping by vested interests; industrialization;
garbage in the water
Score of 0:
• Incorrect response
Examples: fish in the water; feeding the fish; this is the water John drinks; there is a network of sewers;
inky stream; this is the price we pay to wink; interests in the river
• Vague response
Examples: cento of stink; it is filled to the brink; Thames River is in London; sewer; smoke
• No response
Global Hist. & Geo. Rating Guide – Aug. ’16 [9] Vol. 2
Source: Stephanie True Peters, Epidemic! Cholera: Curse of the Nineteenth Century, Benchmark Books
. . . When cholera* returned to Europe in 1865, it found some cities less hospitable than inprevious visits. London, in particular, had moved forward. England’s largest city had workedat improving sewer systems, cleaning up drinking water supplies, and collecting and disposingof refuse.
The efforts paid off. When cholera reached the city’s shores, a few months after strikingwestern Europe, it no longer leaked from the Thames into wells and other water supplies. TheThames itself was looking and smelling cleaner than it had for generations. Although theepidemic still killed several thousand people during its stay in London, its spread was limitedonce sources of contamination were discovered. . . .
Document 4b
4b According to Stephanie True Peters, what was one action taken in London to reduce the number of
people being affected by cholera?
Score of 1:
• States an action taken in London to reduce the number of people being affected by cholera according to
Stephanie True Peters
Examples: improving the sewer systems; cleaned up the drinking water/cleaning up the water supply;
collecting and disposing of refuse; stopped the leaking of contaminated water from the
Thames into wells and other water supplies; discovering the sources of contamination;
cleaning up the drinking water
Score of 0:
• Incorrect response
Examples: some cities were less hospitable; Thames was looking cleaner; it struck western Europe first;
it no longer leaked from the Thames; it smelled cleaner
• Vague response
Examples: moved London forward; improved; systems; efforts paid off; water supply; refuse; cleaning
up; wells; spread limited
• No response
Global Hist. & Geo. Rating Guide – Aug. ’16 [10] Vol. 2
5a According to Amberly Polidor, what is one problem pollution has created in the Ganges River region?
Score of 1:
• States a problem that pollution has created in the Ganges River region according to Amberly Polidor
Examples: waterborne illness/illness; the potential for the end of Hindu culture if people stop going to
the river; it threatens the faith of Hindus; it threatens the health of Indians/people; drinking
water is contaminated/dirty drinking water made people sick; pollution directly threatens
cultural traditions or practices; physical purity of the Ganges has deteriorated; sewage is
ruining the sacred Ganges; the river is now sick; culture, tradition, and faith may die
Score of 0:
• Incorrect response
Examples: the river is revered; the Ganges is not a sacred place; the Ganges is a sacred entity; booming
population imposes ever-growing burdens; sins of the faithful are cleansed; human or
industrial waste; booming populations; overwhelming monsoons; corruption; technological
mistakes; a loss of faith; ruined the people’s faith; destroyed faith
• Vague response
Examples: faith/health; decades worth of work; water threatens things; protection is important; failure
• No response
Document 5
Source: Amberly Polidor, “Ganges River,” Sacred Land Film Project online, February 1, 2004
Winding 1,560 miles across northern India, from the Himalaya Mountains to the IndianOcean, the Ganges River is not a sacred place: it is a sacred entity [thing]. Known as Ganga Ma—Mother Ganges—the river is revered as a goddess whose purity cleanses the sinsof the faithful and aids the dead on their path toward heaven. But while her spiritual purityhas remained unchallenged for millennia, her physical purity has deteriorated as India’sbooming population imposes an ever-growing burden upon her. The river is now sick [2004]with the pollution of human and industrial waste, and water-borne illness is a terrible factorof Indian life. But the threat posed by this pollution isn’t just a matter of health—it’s a matterof faith. Veer Bhadra Mishra, a Hindu priest and civil engineer who has worked for decadesto combat pollution in the Ganges, describes the importance of protecting this sacred river:“There is a saying that the Ganges grants us salvation. This culture will end if the people stopgoing to the river, and if the culture dies the tradition dies, and the faith dies.”. . .
In 1985, the government of India launched the Ganga Action Plan, which was devised toclean up the river in selected areas by installing sewage treatment plants and threatening finesand litigation [legal action] against industries that pollute. Almost 20 years later, the plan hasbeen largely unsuccessful. The Western-style treatment plants simply did not meet the needsof the region. Such treatment facilities are designed for use in countries where the supply ofelectricity is stable, there’s no season of overwhelming monsoon rains, and the populationdoesn’t drink directly from the water source. Many Indians blame the plan’s failure onmismanagement, corruption and technological mistakes. A key criticism is that localcommunities, those most invested in the health of the river, were not included in the planningprocess. . . .
Global Hist. & Geo. Rating Guide – Aug. ’16 [11] Vol. 2
5b According to Amberly Polidor, what is one reason attempts made by the government of India to
address the problems of pollution in the Ganges River region have been unsuccessful?
Score of 1:
• States a reason attempts made by the government of India to address the problems of pollution in the
Ganges River region have been unsuccessful according to Amberly Polidor
Examples: western-style treatment plants did not meet the needs of the region; electricity is not stable;
monsoon rains overwhelmed the sewage treatment plants; treatment plants did not deal with
Indian conditions/didn’t address that the population drinks directly from Ganges River;
designed for use in other countries unlike India; mismanagement; corruption; technological
mistakes; local communities were not involved in the planning process; the government did
not adequately address the problem; there are still industries that pollute the river; Ganga
Action Plan was flawed
Score of 0:
• Incorrect response
Examples: fines were threatened; installed sewage treatment plants; litigation against industries that
polluted; electricity is stable; population does not drink directly from the Ganges; they took
20 years to build
• Vague response
Examples: plans were made; there are treatment facilities; it was a key criticism; installing treatment;
decades to combat; went against industries; monsoon rains; electricity
• No response
Global Hist. & Geo. Rating Guide – Aug. ’16 [12] Vol. 2
Document 6
Source: Andrew J. Milson, “Rescuing Lake Maracaibo,” Water Resources,National Geographic Learning, 2014
. . .Venezuela’s oil industry has crisscrossed Lake Maracaibo with about 15,000 miles ofpipelines. “We say that the lake’s practically a plate of spaghetti with the quantity of pipes there,”says local historian Pedro Estrada. Unfortunately, many of the pipes are old, rusty, and leaking.In 2010, the leaky pipes released oil that washed up on Lake Maracaibo’s shores, harming fishand birds.
Other sources of pollution are damaging the lake as well. About 500 companies dump wasteinto the lake’s tributaries, and the area’s inhabitants produce tons of sewage. Chemical runofffrom farms also flows into the lake. Only about 20 percent of this waste, runoff, and sewage is treated before it enters the lake. . . .
6 According to Andrew J. Milson, what is one indication that treatment of pollution in Lake
Maracaibo, Venezuela is lacking or is not effective?
Score of 1:
• States an indication that treatment of pollution in Lake Maracaibo is lacking or is not effective according to
Andrew J. Milson
Examples: leaky pipes release oil in Lake Maracaibo; about 500 companies dump waste into the lake’s
tributaries; chemical runoff from farms flows into the lake; local sewage is damaging the
lake; only 20 percent of waste or runoff or sewage is treated before it enters the lake; about
80 percent of the waste or runoff or sewage is not treated before it enters the lake; fish and
birds are being harmed/dead fish and birds; release of oil from leaky pipes is harming fish
and birds; oil is washing up on shore; other sources of pollution are damaging the lake;
old, rusty, leaky pipes/leaky pipes
Score of 0:
• Incorrect response
Examples: about 15,000 miles of pipelines cross Lake Maracaibo; waste or sewage is treated before it is
dumped into the lake; the lake is a plate of spaghetti; area’s inhabitants produce tons of
sewage
• Vague response
Examples: it is in the water; there are about 500 companies on Lake Maracaibo; there are inhabitants in
the area; there are farms on the lake; old oil pipes; rusty pipes
• No response
Global Hist. & Geo. Rating Guide – Aug. ’16 [13] Vol. 2
Document 7
Source: Geography Theme Activities, Global Insights: People and Cultures, Glencoe/McGraw-Hill
. . . Mexico City residents once viewed the forest of smokestacks and their congested highwayswith pride. They saw these developments as symbols of modernization and proof of a growingeconomy. In recent years, however, air pollution has begun to have a serious impact on theirlives. Several times during 1992, for instance, Mexico City’s ozone level climbed well over the “very dangerous” point on the official index and remained there for days. Each time the government declared an emergency. Car use was restricted, and industries were requiredto cut back operations. One result of such events is that more and more people are beginningto equate the city’s factories and cars with environmental destruction. . . .
7a Based on this document, what is a major cause of pollution in Mexico City?
Score of 1:
• States a major cause of pollution in Mexico City based on this document
Examples: congested highways; factories/industries; cars/automobiles; carbon dioxide from cars;
modernization; economic growth/economic development; industrial
smokestacks/smokestacks; urbanization; burning fossil fuels; industrial smoke or car exhaust
contributes to high ozone levels
Score of 0:
• Incorrect response
Examples: holes in the ozone layer; environmental destruction; car use was restricted; it had a serious
impact on lives; air pollution; global warming; the forest had smokestacks; industries were
required to cut back operations
• Vague response
Examples: developments are symbolic; symbols; residents with pride; it is serious; environmental
• No response
Global Hist. & Geo. Rating Guide – Aug. ’16 [14] Vol. 2
7b Based on this document, what is one action taken by the government in an attempt to address the
issue of pollution in Mexico City?
Score of 1:
• States an action taken by the government in an attempt to address the issue of pollution in Mexico City
based on this document
Examples: declared an emergency; restricted car use; required industries to cut back operations;
monitoring ozone levels
Score of 0:
• Incorrect response
Examples: ending car use; increasing city factories; equating the city’s factories and cars with
environmental destruction; modernization; it was dangerous for days
• Vague response
Examples: making declarations; requirements; car use; cutting back; restrictions; official index
• No response
Global Hist. & Geo. Rating Guide – Aug. ’16 [15] Vol. 2
Document 8
Source: Rylan Sekiguchi, “10,000 Shovels: China’s Urbanization and Economic Development,”Freeman Spogli Institute for International Studies, Stanford University, 2006 (adapted)
. . . As in most countries, coal, another nonrenewable energy source, is the chief source ofChina’s domestic energy production. Coal has traditionally been China’s main source of energy,and even in 2006, it accounted for about 70 percent of China’s energy. China is the world’slargest producer and consumer of coal. It is abundant in China and is cheap compared withother sources of energy. Unfortunately, coal is also the “dirtiest” energy source, as it producescarbon dioxide (CO2), nitrogen oxides (NOx), sulfur dioxide (SO2), and methane—gases thatcontribute to global warming, air pollution, and acid rain. Indeed, China’s abundance of coalhas contributed to its notorious air pollution: 16 of the world’s 20 most polluted cities are inChina. Coal mines are also dangerous places for workers, especially in China, where more coalminers die each year than anywhere else in the world.
The Chinese government has recognized the need to shift to renewable energy sources tosustain its energy growth and to minimize the environmental and health problems caused byrelying on nonrenewable energy sources. Its Renewable Energy Law, which took effect on 1 January 2006, aims to ensure that 15 percent of China’s energy comes from renewablesources by 2020. Renewable energy comes from dams that harness water flow, windmills thatchannel energy, and solar panels that store energy from the sun. Unfortunately, wind powerand solar power are still in the initial stages of development. They cost a lot to install, and theysupply only a small fraction of China’s energy needs. Still, China has one of the world’s greatestwind energy potentials, a fact that the government acknowledged as it set an ambitious targetof increasing wind power capacity to more than 23 times its 2005 level by the year 2020. . . .
8a According to Rylan Sekiguchi, what is one environmental problem China faces as a result of burning
coal?
Score of 1:
• States an environmental problem China faces as a result of burning coal according to Rylan Sekiguchi
Examples: production/release of carbon dioxide or nitrogen oxides or sulfur dioxide or methane;
production/release of toxic/dangerous gases contributes to global warming or air pollution or
acid rain; coal burning pollutes cities; air pollution; acid rain; global warming; polluted
cities; having 16 of the world’s 20 most polluted cities; pollution; health problems
Score of 0:
• Incorrect response
Examples: chief source of China’s domestic energy production; world’s largest producer and consumer
of coal; coal is abundant; more coal miners die each year in China than anywhere else; a lack
of energy; nonrenewable energy source
• Vague response
Examples: other sources of energy; it is a dangerous place; dirty; they are not contributing factors
• No response
Global Hist. & Geo. Rating Guide – Aug. ’16 [16] Vol. 2
8b According to Rylan Sekiguchi, what is one challenge China faces as it attempts to shift to renewable
sources of energy?
Score of 1:
• States a challenge China faces as it attempts to shift to renewable sources of energy according to Rylan
Sekiguchi
Examples: overcoming/replacing its traditional reliance on coal as its main source of energy; wind and
solar power are still in the initial stages of development; wind and solar power are not yet
fully developed for use; wind or solar power costs a lot to install; wind and solar power will
supply only a small fraction of China’s energy needs; being able to meet its renewable
energy goal by 2020; increasing wind power capacity to 23 times its 2005 level by 2020;
high costs; minimizing environmental or health problems while shifting to renewable energy;
meeting its energy needs; ensuring 15 percent of China’s energy comes from renewable
sources; building dams or windmills or solar panels to harness energy
Score of 0:
• Incorrect response
Examples: it passed the Renewable Energy Law; it contributes to global warming; dangerous gas
pollution; minimizing growth; nothing is as abundant and cheap as coal
• Vague response
Examples: it has the world’s greatest potential; energy needs are supplied; water flow is harnessed;
energy from the sun is stored; ensuring 15 percent; capacity; supply only a small fraction;
power; to harness or store energy
• No response
Global Hist. & Geo. Rating Guide – Aug. ’16 [17] Vol. 2
Global History and Geography
Content-Specific Rubric
August 2016
Historical Context:
Throughout history, humans have created waste and pollution. Urbanization and
industrialization have contributed to the pollution of the land, water, and air. As
urbanization and industrialization have increased, humans have attempted to address the
problems of waste and pollution through different means with varying degrees of success.
Task: • Describe problems that humans face because of pollution caused by urbanization and
industrialization
• Discuss attempts to address problems related to pollution and whether or not these attempts
have been successful
Scoring Notes:
1. This document-based question has a minimum of six components (discussing at least two problems
that humans face because of pollution caused by urbanization and industrialization and at least two
attempts to address problems related to pollution and whether or not each of these attempts has
been successful).
2. To incorporate the minimum number of documents, pollution may be addressed in different ways,
e.g., water pollution or air pollution; land, water and air pollution; pollution in specific separate
regions; pollution in several different time periods; comparison of pollution in the past to current
day.
3. Problems related to pollution that are not referred to in the documents may be included in the
discussion, e.g., oil spills, nuclear waste.
4. While the United States should not be the focus of the discussion on pollution it may be used as an
example to address either part of the task, e.g., the impact of large amounts of PFOA contaminating
drinking water.
5. The same or similar information could be used to discuss more than one aspect of the task, but the
details will differ, e.g., construction of dams could be used to discuss both the problem and
attempts to solve problems of pollution.
6. Attempts to address problems related to pollution may be immediate or long term.
7. Attempts to address a problem may be the same for two different problems, but the details should
be specific to each problem, e.g., legislation was passed to address pollution in European medieval
cities and legislation was passed to ensure that by 2020 much of China’s energy comes from
renewable sources.
8. Attempts to address problems related to pollution need not be related to a specific problem but may
be general in nature, e.g., holding international conventions to address environmental problems.
9. Whether or not attempts to address problems related to pollution have been successful may be
discussed from different perspectives as long as the discussion is supported with accurate historical
facts and examples.
10. For the purposes of meeting the criteria of using at least five documents in the response, documents
4a and 4b may be considered as separate documents if the response uses specific separate facts
from each document.
Global Hist. & Geo. Rating Guide – Aug. ’16 [18] Vol. 2
All sample student essays in this rating guide are presented in the same cursive font while
preserving actual student work, including errors. This will ensure that the sample essays are
easier for raters to read and use as scoring aids.
Raters should continue to disregard the quality of a student’s handwriting in scoring
examination papers and focus on how well the student has accomplished the task. The content-
specific rubric should be applied holistically in determining the level of a student’s response.
Score of 5:
• Thoroughly develops all aspects of the task evenly and in depth by discussing at least two problems that
humans face because of pollution caused by urbanization and industrialization and at least two attempts to
address problems related to pollution and whether or not each of these attempts has been successful
• Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g., connects the
increasingly congested cities of ancient Athens and the later Middle Ages to the accumulation of refuse
in the streets and contaminated water to municipal hygiene laws and fines that did little to deter
traditional practices that contributed to pollution in those cities and the escalating air pollution in
current-day Mexico City and China as a result of expanding markets and industrial development to the
delayed and somewhat unsuccessful responses by governments to address air pollution in those
countries as a result of controversy and expense
• Incorporates relevant information from at least five documents (see Key Ideas Chart)
• Incorporates substantial relevant outside information related to problems of pollution and the success or
lack of success of attempts to address the problems of pollution (see Outside Information Chart)
• Richly supports the theme with many relevant facts, examples, and details, e.g., narrow Athens streets;
inefficient sewer system; animal cadavers in rivers of Middle Ages; municipal hygiene laws; free-
roaming pigs; use of clogs; congested highways of Mexico City; ozone levels; smokestacks of factories;
coal as China’s main source of energy; coal produces carbon dioxide, nitrogen oxides, sulfur dioxide, and
methane; global warming; acid rain; terms of Renewable Energy Law; windmills; solar panels; United
Nations sponsored climate conferences; Kyoto Protocol; role of global recessions
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are
beyond a restatement of the theme
Score of 4:
• Develops all aspects of the task but may do so somewhat unevenly by discussing one aspect less thoroughly
than the other aspects
• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g., discusses
accumulation of sewage, refuse, and contaminated water in ancient Athens and cities of the Middle Ages
and traditional practices that made municipal laws largely ineffective and increasing pollution in current-day
Mexico City and China as a result of increasing industrial production and the limited success of government
efforts to cut back emissions and shift to renewable energy
• Incorporates relevant information from at least five documents
• Incorporates relevant outside information
• Supports the theme with relevant facts, examples, and details
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are
beyond a restatement of the theme
Global Hist. & Geo. Rating Guide – Aug. ’16 [19] Vol. 2
Score of 3:
• Develops all aspects of the task with little depth or develops at least four aspects of the task in some depth
• Is more descriptive than analytical (applies, may analyze and/or evaluate information)
• Incorporates some relevant information from some of the documents
• Incorporates limited relevant outside information
• Includes some relevant facts, examples, and details; may include some minor inaccuracies
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may
be a restatement of the theme
Note: If all aspects of the task have been thoroughly developed evenly and in depth for one problem related to
pollution and if the response meets most of the other Level 5 criteria, the overall response may be a Level
3 paper.
Score of 2:
• Minimally develops all aspects of the task or develops at least three aspects of the task in some depth
• Is primarily descriptive; may include faulty, weak, or isolated application or analysis
• Incorporates limited relevant information from the documents or consists primarily of relevant information
copied from the documents
• Presents little or no relevant outside information
• Includes few relevant facts, examples, and details; may include some inaccuracies
• Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly
identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion
Score of 1:
• Minimally develops some aspects of the task
• Is descriptive; may lack understanding, application, or analysis
• Makes vague, unclear references to the documents or consists primarily of relevant and irrelevant
information copied from the documents
• Presents no relevant outside information
• Includes few relevant facts, examples, or details; may include inaccuracies
• May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly
identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion
Score of 0:
Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts,
examples, or details; OR includes only the historical context and/or task as copied from the test booklet; OR
includes only entire documents copied from the test booklet; OR is illegible; OR is a blank paper
*The term create as used by Anderson/Krathwohl, et al. in their 2001 revision of Bloom’s Taxonomy of Educational
Objectives refers to the highest level of the cognitive domain. This usage of create is similar to Bloom’s use of the
term synthesis. Creating implies an insightful reorganization of information into a new pattern or whole. While a
Level 5 paper will contain analysis and/or evaluation of information, a very strong paper may also include examples
of creating information as defined by Anderson and Krathwohl.
Global Hist. & Geo. Rating Guide – Aug. ’16 [20] Vol. 2
Key
Id
eas
from
th
e D
ocu
men
ts
Do
cum
ent
Poll
uti
on
Pro
ble
ms
Hu
ma
ns
Face
fro
m
Urb
an
iza
tio
n/I
nd
ust
ria
liza
tio
n
Att
emp
ts t
o A
dd
ress
Pro
ble
m
Su
cces
s/L
ack
of
Su
cces
s o
f A
ttem
pts
1
Intr
od
uct
ion
Th
reat
of
dis
ease
Enorm
ous
amounts
of
gar
bag
e/volu
mes
of
thro
waw
ay g
oods
Un
san
itar
y c
on
dit
ion
s
Wal
low
ing
in
ru
bb
ish a
nd
fil
th
Def
ecti
ve
san
itar
y a
rran
gem
ents
Gar
bag
e re
moval
bec
om
ing a
publi
c
resp
on
sib
ilit
y i
n E
uro
pe
and
th
e
Unit
ed S
tate
s
Cit
y d
wel
lers
wil
lin
g t
o p
ut
up
wit
h
def
ecti
ve
san
itar
y a
rran
gem
ents
Inab
ilit
y t
o a
pp
reci
ate
nee
d t
o a
dd
ress
gar
bag
e re
mo
val
du
e to
co
llec
tiv
e
mem
ory
of
a 7
5-y
ear
life
sp
an
Acc
epta
nce
of
huge
level
of
wra
ck a
nd
reje
ctam
enta
as
norm
al
2
Anci
ent
Ath
ens
Dir
ty w
ater
in s
tree
ts
Lac
k o
f se
wag
e sy
stem
/reg
ula
r sc
aven
ger
s
Acc
um
ula
tio
n o
f fi
lth
in s
tree
ts
Sm
elly
an
d u
nsi
gh
tly s
tree
ts
Gre
at p
lag
ues
/per
pet
ual
pes
tile
nce
3
Med
ieval
Eu
rope
AD
800–1500
Sew
age
and a
nim
al c
adav
ers
in r
iver
s
Blo
od o
f sl
aughte
red a
nim
als
in g
utt
ers
Un
sold
fis
h t
hat
wer
e to
ssed
in
to s
tree
t
Impro
per
was
te/g
arb
age
dis
posa
l
Dy
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min
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g w
ater
Inte
rfer
ence
of
scav
engin
g p
igs
wit
h s
wee
pin
g
the
stre
ets
Acc
um
ula
tio
n o
f re
fuse
in
th
e st
reet
s
Res
tric
tio
ns
on
act
ivit
ies
of
pig
s
Imposi
ng f
ines
on o
wner
s w
ho l
et
pig
s ru
n f
ree
on S
unday
—hig
her
fines
fo
r so
ws
Wea
ring c
logs
whil
e at
tem
pti
ng t
o
swee
p u
p a
ccum
ula
ted r
efu
se
Dev
elopm
ent
of
munic
ipal
hygie
ne
law
s
Lim
ited
succ
ess
of
munic
ipal
hygie
ne
law
s to
pre
ven
t p
ract
ices
4
Lo
nd
on
18
49
, 1
86
5
Sew
er/c
essp
ool/
sink w
aste
in t
he
Th
ames
Riv
er
Volu
me
of
fact
ory
was
te e
nte
ring t
he
river
Pay
ing o
ther
s to
over
look t
he
dum
pin
g o
f w
aste
into
th
e ri
ver
; co
rru
pti
on
Dir
ty/s
tin
ky
/co
nta
min
ated
dri
nk
ing w
ater
Flo
atin
g f
ish
/dea
d f
ish
in
th
e T
ham
es
Chole
ra
Bla
ck,
inky w
ater
of
the
Th
ames
Impro
vin
g s
ewer
syst
ems
Cle
anin
g u
p d
rinkin
g w
ater
suppli
es
Co
llec
tin
g a
nd
dis
po
sin
g o
f re
fuse
Fix
ing
lea
ks
from
Th
ames
in
to w
ells
and o
ther
wat
er s
uppli
es
Th
ames
lookin
g a
nd s
mel
ling c
lean
er
Few
er s
ourc
es o
f co
nta
min
atio
n
Impro
vem
ents
in c
oll
ecti
ng a
nd
dis
po
sin
g o
f re
fuse
Few
er d
eath
s fr
om
chole
ra
Chole
ra n
o l
onger
lea
kin
g f
rom
Th
ames
into
wel
ls a
nd w
ater
suppli
es
Ch
ole
ra s
till
kil
lin
g s
ever
al t
ho
usa
nd
peo
ple
Global Hist. & Geo. Rating Guide – Aug. ’16 [21] Vol. 2
Key
Id
eas
(con
tin
ued
)
Do
cum
ent
Poll
uti
on
Pro
ble
ms
Hu
ma
ns
Face
fro
m
Urb
an
iza
tio
n/I
nd
ust
ria
liza
tio
n
Att
emp
ts t
o A
dd
ress
Pro
ble
m
Su
cces
s/L
ack
of
Su
cces
s o
f
Att
emp
ts
5
Gan
ges
Riv
er
Val
ley
19
85
–2
00
4
Hum
an a
nd i
ndust
rial
was
te i
n r
iver
Wat
erb
orn
e il
lnes
ses
Th
reat
to H
ind
u f
aith
/tra
dit
ion
s/cu
ltu
re
Thre
at t
o g
ener
al h
ealt
h o
f In
dia
ns
Conta
min
ated
dri
nkin
g w
ater
Det
erio
rati
on o
f physi
cal
puri
ty o
f G
anges
Lau
nch
ing G
anga
Act
ion P
lan t
o c
lean
up r
iver
in s
elec
ted a
reas
Th
reat
of
fin
es a
nd l
itig
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n a
gai
nst
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ust
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at p
oll
ute
Inst
alla
tio
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wag
e tr
eatm
ent
pla
nts
in s
elec
t ar
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of
the
river
Adopti
on o
f w
este
rn-s
tyle
tre
atm
ent
pla
nts
Vee
r B
had
ra M
ish
ra’s
eff
ort
s to
co
mbat
poll
uti
on i
n t
he
Gan
ges
Inst
alla
tio
n o
f in
adeq
uat
e se
wag
e
trea
tmen
t p
lan
ts
Fai
lure
of
wes
tern
-sty
le t
reat
men
t
pla
nts
to m
eet
loca
l nee
ds
and
condit
ions
in I
ndia
bec
ause
of
lack
of
adeq
uat
e su
pply
of
elec
tric
ity
/ov
erw
hel
min
g m
on
soo
n
rain
s
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lure
to d
eal
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emen
t,
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upti
on, te
chnolo
gic
al m
ista
kes
by g
over
nm
ent
Fai
lure
to i
ncl
ud
e lo
cal
com
mu
nit
ies
6
Ven
ezuel
a
20
10
–2
01
4
Oil
lea
kin
g o
ut
of
old
ru
sty p
ipes
in
to t
he
lak
e
500 c
om
pan
ies
dum
pin
g w
aste
into
Lak
e
Mar
acai
bo’s
tri
buta
ries
Sew
age
that
was
dis
pose
d o
f in
the
lake
by
inh
abit
ants
Ch
emic
al r
un
off
fro
m f
arm
s in
to t
he
lak
e
Har
min
g o
f fi
sh a
nd b
irds
Tre
atm
ent
of
only
about
20%
of
runoff
and s
ewag
e bef
ore
ente
ring t
he
lake
Lac
k o
f tr
eatm
ent
of
most
sew
age
and r
unoff
bef
ore
ente
ring l
ake
Conti
nued
lea
kag
e of
oil
into
Lak
e
Mar
acai
bo
Conti
nued
dum
pin
g w
aste
into
lak
e
by c
om
pan
ies
Co
nti
nu
atio
n o
f ch
emic
al r
un
off
fro
m f
arm
s in
to l
ake
7
Mex
ico
Cit
y
19
92
Po
or
air
qu
alit
y
Dan
ger
ous/
dam
agin
g o
zone
level
s due
to
fact
ori
es/s
mokes
tack
s/ca
rs o
n c
onges
ted
hig
hw
ays
dam
agin
g t
he
ozo
ne
Urb
an s
mog
En
vir
on
men
tal
des
tru
ctio
n
Dec
lari
ng s
ever
al s
tate
s of
emer
gen
cy
due
to d
anger
ous
ozo
ne
level
s
Res
tric
tions
on c
ar u
se
Cu
tbac
k o
n o
per
atio
ns
in i
nd
ust
ries
du
e
to s
tate
s of
emer
gen
cy/d
anger
ous
ozo
ne
level
s
Peo
ple
beg
inn
ing
to e
qu
ate
the
city
’s
fact
ori
es a
nd c
ars
wit
h
env
iro
nm
enta
l d
estr
uct
ion
Global Hist. & Geo. Rating Guide – Aug. ’16 [22] Vol. 2
Key
Idea
s (c
on
tin
ued
)
Docu
men
t P
oll
uti
on
Pro
ble
ms
Hu
man
s F
ace
fro
m
Urb
an
izati
on
/In
du
stri
ali
zati
on
Att
emp
ts t
o A
dd
ress
Pro
ble
m
Su
cces
s/L
ack
of
Su
cces
s of
Att
emp
ts
8
Chin
a
2006
Pro
du
ctio
n o
f C
O2, N
Ox, an
d S
O2
fro
m
burn
ing c
oal
Rel
ease
of
met
han
e an
d o
ther
gas
es i
nto
the
atm
osp
her
e
Burn
ing c
oal
contr
ibute
s to
glo
bal
war
min
g
Air
po
llu
tio
n
Aci
d r
ain
Po
llu
ted
cit
ies
(16 o
f th
e w
orl
d’s
mo
st
po
llu
ted
)
Pla
n f
or
15%
of
Chin
a’s
ener
gy t
o
com
e fr
om
wat
er/w
ind
/so
lar
ener
gy
sourc
es b
y 2
020
Am
bit
ious
gover
nm
ent
targ
et o
f
incr
easi
ng w
ind p
ow
er d
ram
atic
ally
by 2
020
Pas
sage
of
renew
able
ener
gy l
aw i
n
2006
Rec
og
nit
ion
of
nee
d t
o s
hif
t
renew
able
ener
gy s
ourc
es t
o m
eet
Chin
a’s
ener
gy n
eeds
and m
inim
ize
ener
gy/h
ealt
h p
roble
ms
Curr
ent
tech
nolo
gy i
nef
fici
ent
or
not
dev
eloped
enough
Beg
inn
ing
of
dev
elo
pm
ent
for
renew
able
ener
gy t
echnolo
gy
Hig
h c
ost
of
renew
able
ener
gy
pro
du
ced b
y d
ams,
win
dm
ills
, so
lar
pan
els
to s
upply
a s
mal
l fr
acti
on o
f
nee
ds
Win
d a
nd
sola
r p
ow
er s
till
in i
nit
ial
stag
es o
f dev
elopm
ent
(2006)
Rel
evan
t O
uts
ide
Info
rma
tio
n
(Th
is l
ist
is n
ot
all-
incl
usi
ve.
)
Poll
uti
on
Pro
ble
ms
Hu
man
s F
ace
fro
m
Urb
an
izati
on
/In
du
stri
ali
zati
on
Att
emp
ts t
o A
dd
ress
Pro
ble
m
Su
cces
s/L
ack
of
Su
cces
s of
Att
emp
ts
Garb
age
More
was
te a
nd i
ncr
ease
d s
trai
n o
n d
isposa
l si
tes
and
syst
ems
from
incr
ease
s in
popula
tion/i
ncr
ease
s in
tou
rism
Lac
k o
f sa
nit
atio
n a
nd r
ecycl
ing p
rogra
ms
Spec
ific
exam
ple
s of
trad
itio
nal
cult
ura
l pra
ctic
es (
oth
er
than
those
in D
oc
5)
Per
man
ent
was
te a
ccum
ula
tion/i
ncr
ease
d p
reval
ence
of
non-b
iodeg
radab
le p
roduct
s
Air
po
llu
tio
n d
isea
ses/
illn
esse
s: a
sth
ma,
chro
nic
bro
nch
itis
, ai
rway
in
flam
mat
ion,
card
iov
ascu
lar
issu
es
Wat
er p
oll
uti
on
dis
ease
s/il
lnes
ses:
dia
rrh
ea,
par
asit
ic
dis
ease
s
Chad
wic
k-I
nq
uir
y in
to C
on
dit
ion
of
the
La
bo
uri
ng
Po
pu
lati
on
of
Gre
at
Bri
tain
(1842)
gover
nm
ent
report
about
sew
age,
dra
inag
e,
and
san
itat
ion
iss
ues
in
Bri
tain
Dev
elopm
ent
of
landfi
lls
and
tran
sfer
sta
tions
Rec
ycl
ing p
rogra
ms
Com
po
stin
g
Incr
ease
d a
war
enes
s of
envir
onm
enta
l
issu
es t
hro
ugh a
ctio
ns
of
gro
ups,
educa
tion,
med
ia, an
d d
ays
of
awar
enes
s
(Ear
th D
ay)
Sew
age
Intr
oduct
ion o
f tr
ace
elem
ents
of
dru
gs/
horm
ones
into
wat
er s
up
pli
es
Dum
pin
g o
f se
wag
e by v
esse
ls a
t se
a
Leg
isla
tio
n o
n d
isp
osa
l o
f m
edic
al,
toxic
, an
d r
adio
acti
ve
mat
eria
ls
Dr.
Snow
’s s
tudie
s on c
hole
ra
En
forc
emen
t of
leg
isla
tio
n o
n d
isp
osa
l o
f
med
ical
, to
xic
, an
d r
adio
acti
ve
mat
eria
ls
Use
of
a fu
el p
roduce
d f
rom
sew
age
in
bio
gas
car
s (S
wed
en)
Global Hist. & Geo. Rating Guide – Aug. ’16 [23] Vol. 2
Rel
evan
t O
uts
ide
Info
rma
tio
n (
con
tin
ued
)
Poll
uti
on
Pro
ble
ms
Hu
man
s F
ace
fro
m
Urb
an
izati
on
/In
du
stri
ali
zati
on
Att
emp
ts t
o A
dd
ress
Pro
ble
m
Su
cces
s/L
ack
of
Su
cces
s of
Att
emp
ts
Min
ing
Buil
du
p o
f ta
ilin
gs
Rai
n l
each
ing m
iner
als/
acid
s fr
om
tai
lings
into
gro
und/w
ater
Po
llu
ted
wat
er r
un
off
fro
m m
inin
g o
per
atio
ns
Incr
ease
d a
cidit
y i
n n
earb
y w
ater
sourc
es
Res
urf
acin
g r
equir
emen
ts f
or
stri
p
min
ing a
reas
, re
fore
stat
ion
Leg
al r
estr
icti
on
s o
n s
trip
min
ing
Enfo
rcem
ent
of
leg
al r
estr
icti
on
s o
n
stri
p m
inin
g
Air
/Sm
og
Rel
ease
of
CO
2 a
nd s
moke
from
sla
sh-a
nd-b
urn
far
min
g i
n
the
Am
azon r
ainfo
rest
to c
reat
e ra
nch
es a
nd b
uil
d
hig
hw
ays
Pro
duct
ion o
f pri
mar
y p
oll
uta
nts
—gas
eous
hydro
car
bons,
carb
on m
onoxid
e an
d l
ead p
arti
cles
by t
rain
s an
d p
lanes
Gre
enhouse
eff
ect
wit
h t
he
emis
sion o
f hea
t-tr
appin
g
gas
es i
nto
the
atm
osp
her
e fr
om
the
burn
ing o
f oil
and
nat
ura
l gas
and t
he
use
of
synth
etic
chem
ical
s
Co
ntr
ibu
tio
n o
f ac
id r
ain t
o t
he
loss
of
fert
ile
lan
d a
nd
th
e
des
truct
ion o
f m
onum
ents
and a
rchit
ectu
re (
Taj
Mah
al,
bu
ild
ing
s, t
emp
les
of
Acr
op
oli
s, s
tatu
es)
“Sav
e th
e R
ainfo
rest
” pro
ject
s fo
r
purc
has
e of
par
cels
of
land t
hat
wil
l
rem
ain u
ndev
eloped
Car
po
oli
ng
/ex
pan
sio
n o
f p
ub
lic
tran
spo
rtat
ion
Dev
elopm
ent
of
cars
that
use
fle
x
fuel
/fuel
fro
m s
ugar
can
e (B
razi
l)
Ad
op
tio
n o
f M
on
trea
l P
roto
col/
Ky
oto
Pro
toco
l/R
io d
e Ja
nei
ro C
onfe
rence
Ad
op
tio
n o
f U
nit
ed N
atio
ns
pro
toco
ls t
o
enco
ura
ge
glo
bal
cooper
atio
n
Use
of
mas
ks
to p
rote
ct l
ungs
of
Japan
ese
traf
fic
poli
ce (
1960s)
/use
of
mas
ks
by C
hin
ese
Spec
ific
s ab
out
dev
elopm
ent
of
non-
foss
il f
uel
s: w
ind a
nd s
ola
r pow
er i
n
pla
ces
oth
er t
han
Chin
a
Dev
elopm
ent
of
emis
sion s
tandar
ds
Chan
gin
g t
raff
ic p
atte
rns
Sil
ent
Sp
rin
g,
Rac
hel
Car
son
Eff
ecti
ven
ess/
lack
of
effe
ctiv
enes
s of
inte
rnat
ion
al c
on
trib
uti
on
s to
“S
ave
the
Rai
nfo
rest
” p
roje
cts
Countr
ies
acce
pti
ng/r
efusi
ng t
o
sign/e
nfo
rcin
g M
ontr
eal
Pro
toco
l/K
yo
to P
roto
col/
Rio
de
Janei
ro C
onfe
rence
Lim
its
on w
hic
h d
ays
peo
ple
can
dri
ve
(Chin
a)
Acc
epta
nce
/enfo
rcem
ent
of
Unit
ed
Nat
ions
pro
toco
ls t
o e
nco
ura
ge
glo
bal
co
op
erat
ion
Usa
ge
of/
imple
men
tati
on o
f non-f
oss
il
fuel
s in
pla
ces
oth
er t
han
Chin
a
Co
nti
nu
ing
eff
ort
s to
mo
nit
or
emis
sion s
tandar
ds
Ind
ust
ria
l W
ast
e
Mas
sive
expan
sion o
f pro
duct
ion c
apab
ilit
ies
wit
hout
adeq
uat
e pro
tect
ions
of
envir
onm
ent
Det
ails
ab
ou
t th
e in
du
stri
al r
evo
luti
on
s in
Mei
ji J
apan
,
pre
sent
day
India
, an
d o
ther
countr
ies
not
men
tioned
in
the
docu
men
ts
Hea
lth i
ssues
of
Chin
ese
work
ers
dec
onst
ruct
ing r
ecycl
ed
tech
nolo
gy (
smar
t phones
, co
mpute
rs)
Dev
elopin
g s
uper
funds—
gover
nm
ent
acco
unts
for
mea
sure
s to
cle
an-u
p
know
n t
oxic
sit
es/“
poll
ute
rs p
ay”
po
licy
Chin
a: b
asin
g f
ees
on q
uan
titi
es a
nd
conce
ntr
atio
n o
f poll
uta
nts
in f
acto
ries
mo
nit
ore
d b
y g
ov
ern
men
t
Dev
elo
pm
ent
of
Nat
ion
al P
oll
uti
on
Co
ntr
ol
Ag
ency
to
rat
e
pro
duce
rs/m
anufa
cture
rs f
rom
gold
to b
lack
(h
igh
est
to l
ow
est)
and t
o
dis
clo
se t
hes
e ra
tin
gs
to t
he
gen
eral
publi
c (I
ndones
ia)
Global Hist. & Geo. Rating Guide – Aug. ’16 [24] Vol. 2
Rel
evan
t O
uts
ide
Info
rma
tio
n (
con
tin
ued
)
Poll
uti
on
Pro
ble
ms
Hu
man
s F
ace
fro
m
Urb
an
izati
on
/In
du
stri
ali
zati
on
Att
emp
ts t
o A
dd
ress
Pro
ble
m
Su
cces
s/L
ack
of
Su
cces
s of
Att
emp
ts
Nu
clea
r W
ast
e
Eff
ects
of
nucl
ear
acci
den
ts (
Cher
nobyl,
Fukush
ima)
Impro
per
dis
posa
l of
ura
niu
m,
plu
toniu
m, or
oth
er
elem
ents
fro
m n
ucl
ear
fiss
ion
Impro
per
dis
posa
l of
radio
acti
ve
was
te f
rom
old
nucl
ear
pow
er p
lants
, dec
om
mis
sioned
nucl
ear
mis
sile
s, a
nd
nucl
ear
wea
pons
test
s
Impro
per
dis
posa
l of
low
-lev
el w
aste
fro
m m
edic
al
pro
cedure
s (x
-ray
s or
radio
acti
ve
trea
tmen
ts)
Rad
iati
on
po
iso
nin
g o
f p
lan
ts, an
imal
s, h
um
ans,
env
iro
nm
ent
Conta
min
atio
n o
f A
ral
Sea
Buil
din
g p
erm
anen
t st
ora
ge
site
s fo
r
nucl
ear
was
te
Sto
rin
g m
ater
ial
fro
m 1
0 t
o 5
0 y
ears
so
that
mo
st r
adio
acti
ve
iso
top
es a
t lo
w
lev
els
may
be
trea
ted
as
no
rmal
ref
use
Man
dat
ed u
se o
f se
cure
, ai
r-ti
ght
conta
iner
s not
loca
ted n
ear
hea
vil
y
popula
ted a
reas
Pro
test
s by p
eople
that
do n
ot
wan
t
nucl
ear
was
te d
um
ps
in t
hei
r
tow
n/r
egio
n/c
ou
ntr
y
Oce
an
/Fre
sh w
ate
r
Exxon V
aldez
oil
spil
l in
Ala
ska
(1989)
Pre
stig
e oil
spil
l—poll
uti
on o
f bea
ches
in F
rance
and
Spai
n a
nd d
estr
uct
ion o
f lo
cal
fish
ing i
ndust
ry (
Spai
n
2002)
Runoff
fro
m u
se o
f her
bic
ides
and i
nse
ctic
ides
Dan
ger
ous
runoff
into
wat
er s
ourc
es/r
iver
s/la
kes
fro
m t
he
use
of
“Gre
en R
evo
luti
on
” p
esti
cid
es,
fert
iliz
ers
(In
dia
,
Mex
ico)
BP
oil
spil
ls o
ff t
he
coas
ts o
f N
iger
ia a
nd M
exic
o
Impac
t on m
arin
e ec
osy
stem
s fr
om
oce
an g
yre
s th
at
conta
in p
last
ic a
nd o
ther
mar
ine
deb
ris
Req
uir
ing w
orl
d’s
tan
ker
fle
et t
o d
ouble
-
hu
ll a
ll s
hip
s
Const
ruct
ing w
etla
nds,
buff
er z
ones
for
stre
ams,
and s
ettl
emen
t ponds
to a
llow
conta
min
ated
runoff
to u
nder
go n
atura
l
bio
logic
al r
emed
iati
on b
efore
ente
ring
the
wat
er s
yst
em
Dev
elopm
ent
of
awar
enes
s/ed
uca
tion
cam
pai
gns
about
oce
an p
oll
uti
on
Dev
elopm
ent
of
pla
stic
coll
ecti
on
dev
ices
such
as
P-P
od
Use
of
oce
an s
wee
p b
oat
s to
coll
ect
deb
ris
in A
sian
bay
s
Imp
lem
enta
tio
n o
f G
lob
al I
nit
iati
ve
on
Mar
ine
Lit
ter
Obta
inin
g l
oan
s fr
om
Worl
d B
ank o
r
oth
er o
rgan
izat
ions
to s
upport
cle
an-u
p
effo
rts
Tig
hte
r re
quir
emen
ts f
or
lice
nsi
ng a
nd
insu
rin
g v
esse
ls
Rep
lace
men
t of
chlo
rinat
ed s
olv
ents
wit
h w
ater
-bas
ed s
olv
ents
der
ived
from
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Global Hist. & Geo. Rating Guide – Aug. ’16 [25] Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
The birth of the city has brought many benefits but also clearly has
a negative side. The clustering of human beings into a tightly packed
few square miles, housing them vertically rather than horizontal,
brings on a new realm of sanitary concerns. The growth of the city,
and spread of industrialization has raised the level of pollution,
turning cities into lands where waste accumulates and disease could
be easily spread. Water and air pollution are problems societies face
around the world.
From the beginning stages of the urban set-up, the issue of what do
do with unwanted things has been brought up. Even in early river
valley civilizations, governments paid little attention to waste because
of the relatively small size of populations and allowed people to simply
dump waste into their immediate environment. However, as
populations increased the problems caused by waste increased as well.
In Athens they had no proper sanitation, running water, or toilets, so
feces, old scraps, bloody animal parts, and pretty much any trash was
thrown out the windows as people saw fit. This led to unpleasant sights
and smells and to a rise of disease. The unpaved streets of midieval
Europe, were polluted with human and animal waste and acted as the
perfect breeding grounds for infectious diseases such as the bubonic
plague also known as the Black Death which was spread by flea
infested rats that were ever present in the polluted environment.
Sometimes the only way of conquering the gnarly alleys, was the use of
wooden clogs, which elevated the walker just above the surface (Doc #3).
But this didn’t stop the diseases from spreading. Health concerns
finally forced cities to pass hygiene laws partly because the rats and
roving pigs were a major health concern.
Global Hist. & Geo. Rating Guide – Aug. ’16 [26] Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
If you were lucky enough to live in a city which sat on a river, a lot
of pollution ended up in the water. The same water was bathed in,
drunk, used for washing, and cooked with. In the 1800’s as cities
grew, the problems with disease and other waste issues worsened
because the sheer amount of waste increased and because waste often
went directly into the water supply and contaminated it. Cities in
western Europe had periodic cholera epidemics, and thought disease
was spread by bad or smelly air. Eventually some people came to the
realization that the healthy choice was to clean their waters, and try to
prevent the spread of the disease. People like Edwin Chadwick and
Joseph Bazalgette. Chadwick wanted to find ways to fix the sanitation
problems of London. Chadwick’s work focused on public health and
eventually the Public Health Act was passed. Bazalgette helped create a
modern sewer sytem. Luckily in London, the efforts to clean up the
Thames payed off, and cholera became less of a threat. The river became
noticibly cleaner and the cholera epidemic in the 1860’s didn’t kill as
many people. If the government hadn’t taken an active role to help
clean up the environment, many more thousands of people would’ve
died.
The pollution of natural resources like water causes other issues
beyond the threat of disease. It effects cultural traditions and the
economy of places. The sub-continent of India is host to one of the
world’s greatest rivers; the Ganges. For centuries, this river has been
held as sacred, supplying India with fresh mountain water, flowing
from the Himalayas and south and then east to the Bay of Bengal.
The Hindu Religion, India’s most prominent religion, relies on the
river as a spiritual sanctuary. The river is seen as a goddess that
Global Hist. & Geo. Rating Guide – Aug. ’16 [27] Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
brings life to many in the Indo-Gangetic Plain which is where many
Indians live. Many of them depend on the river for water, jobs, and
their religion. Huge numbers of pilgrims go there to dip into the River
Ganges anually for purification of their souls as well as to dump their
dead loved one’s ashes or dead bodies in the river. These actions affect
their reincarnation and achievement of moksha. The river is important
for economic reasons as well. In the 1800’s, it’s deep waters acted as
trade routes. Since the 1900’s, industries built factories along the river
and used its water to help manufacture goods. Industrial dumping
and spills have made the situation worse. These cultural and economic
uses have caused the river to become polluted and led to some health
crisis. Many people use the river for bathing and drinking water and
have gotten sick from the river water because it isn’t adequately
treated. The Indian government and others have tried to help the
problem but the treatment of the river is an enormous project. Because
of India’s unique conditions with the monsoon season, and because
the monsoons effect energy production, plans such as the Ganga
Action Plan have been generally unsuccessful. It’s because that plan
used western-style treatment plants.
Our own Hudson River has felt the brutal side of pollution in the
past decades. Once a place people were able to swim, fish and enjoy, has
according to scientists and environmentalists, become too dirty for
public use. Industrial runoff, and a high concentration of gas-powered
ships, created a river that was far from pure. Luckily organizations
such as Clear Water as well as government efforts have forced
companies to clean up the PCB chemicals that were dumped into the
river.
Global Hist. & Geo. Rating Guide – Aug. ’16 [28] Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
Los Angeles on the other hand is widely known to be the city of
smog, and the low haze which settles above downtown, it can be seen
from any hilltop. Mexico City has a similar problem due to its use of
many automobiles and many factories. Mexico’s growing population
adds to the problem because of more cars. Because it was built between
two sets of mountains and is located at a high elevation, the
increasing levels of carbon monoxide are trapped causing major health
problems. The Mexican government has made attempts to reduce its
ozone levels when it gets to the point of being noxious, by restricting
car travel, and slowing factory production (Doc 7). Factories have been
cleaned up and moved. Tough emission standards were passed. The city
has also invested in a public transportation system which has also
helped some of these air pollution problems. Today air quality in
Mexico City is generally better than in places like India or China.
As pollution goes, the world, thanks to media and news, knows
that China tilts the scale for one of the most populated, and therefore
polluted places on earth. The string of major cities which lie on China’s
east coast, often have a sheet of haze which spreads across all of them.
The people who walk around with surgical masks on, are trying to
filter the air they breathe. The mass burning of coal, as a result of
China’s industrial might has created a toxic atmosphere above these
populated areas. To make the situation worse China, already extremely
full of people and cars, is so congested, it is hard to get around, but
China keeps buying and putting more and more cars on the road
because of the industrial growth and wealth that occurred since the
institution of the Four Modernizations and China’s economic global
involvement. In the next five years, the US could very well be buying
Global Hist. & Geo. Rating Guide – Aug. ’16 [29] Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – A
Chinese manufactured automobiles, like we buy many other “made in
China” products. So, the rate of China’s goods production isn’t slowing
anytime soon, which means its air pollution isn’t either. Renewable
energy sources in China, are supposed to be installed by 2020, but
meeting its energy goals is highly unlikely due to the cost involved.
(Doc #8).
It is highly unlikely that in the next generations we will have
perfectly green, eco-friendly cities, with grass rooftops, and electric
everything. We are inching towards something like that, with
renewable resources being used, wind, sun, and water to produce
electricity and the help of public transport. We can only hope for a
world where icebergs don’t melt, and waters aren’t clogged with junk
and where the air we breathe isn’t opaque. Technology and innovation
may offer ways to improve the conditions of our world.
Global Hist. & Geo. Rating Guide – Aug. ’16 [30] Vol. 2
Anchor Level 5-A
The response:
• Thoroughly develops all aspects of the task evenly and in depth for problems humans face
because of pollution
• Is more analytical than descriptive (pollution problems humans face: in Athens old scraps,
bloody animal parts, and trash thrown out windows leading to rise of diseases; polluted streets
of medieval Europe acted as perfect breeding ground for infectious disease; waste dumped into
same water used for drinking, washing, and cooking; industrial dumping and spills made
Ganges pollution worse; mass burning of coal created a toxic atmosphere above China’s
populated areas; attempts to address the problem of pollution: health concerns finally forced
cities of Middle Ages to pass hygiene laws partly because rats and roving pigs were a major
health concern; sometimes only way of conquering gnarly alleys was the use of wooden clogs;
in western European cities some came to realization that the healthy choice was to clean their
waters to prevent spread of disease; whether or not attempts have been successful: medieval
hygiene laws did not stop disease from spreading; because of monsoon season and monsoon’s
effect on energy production, Ganga Action Plan generally unsuccessful; renewable energy
sources supposed to be installed in China by 2020 but highly unlikely due to cost)
• Incorporates relevant information from documents 2, 3, 4, 5, 7, and 8
• Incorporates substantial relevant outside information (pollution problems humans face: Black
Death spread by flea-infested rats in polluted environment; pilgrimages to Ganges for
purification of souls as well as dumping ashes or dead bodies in river to help in reincarnation
and achievement of moksha; Hudson River, according to scientists and environmentalists, too
dirty for public use; Los Angeles widely known to be city of smog; China puts more cars on
road because of industrial growth and wealth since institution of Four Modernizations and
economic global involvement; attempts to address the problem of pollution: Chadwick focused
on public health and eventually Public Health Act passed; people in China who walk around
with surgical masks are trying to filter air; organizations such as Clear Water as well as
government efforts have forced companies to clean up PCB chemicals; whether or not attempts
have been successful: Mexico City invested in public transportation system which alleviated
some pollution problems)
• Richly supports the theme with many relevant facts, examples, and details (pollution problems
humans face: Athens had no proper sanitation or running water; waste often went into the water
supply; cultural and economic uses have caused Ganges to become polluted; Mexico City has a
problem with smog because of automobiles and factories; attempts to address the problem of
pollution: Ganga Action Plan in India; Mexico City restricted car travel and slowed factory
production; whether or not attempts have been successful: efforts to clean up Thames paid off
and cholera became less of a problem)
• Demonstrates a logical and clear plan of organization; includes an introduction that discusses
the effects of industrialization on cities and a conclusion that discusses pollution in today’s
world
Conclusion: Overall, the response fits the criteria for Level 5. Analytic statements, specific details,
and applicable outside information are effectively integrated in a thorough treatment of the task.
Knowledge of subject matter is demonstrated in the depth of the discussion.
Global Hist. & Geo. Rating Guide – Aug. ’16 [31] Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – B
Throughout history, humans have created waste and pollution.
Urbanization and industrialization have contributed to the pollution
of the land, water, and air. As urbanization and industrialization
have increased, humans have attempted to address the problems of
waste and pollution through different means with varying degrees of
success.
During the Industrial Revolution millions of people moved into
already congested cities. (Doc 1) The Industrial Revolution brought
many factories and business. These factories polluted the rivers and
streams with chemical and industrial waste. Also during this time the
untreated sewage would run right into the rivers too. There would be
human waste floating down the river. Combined with the chemicals,
dyes, fibers, and garbage, the rivers and the cities would stink so bad.
(Doc 4) There was always the threat of disease, such as cholera and
typhoid as well as tuberculosis, and that finally made garbage
removal and environmental cleanup at least partially a public
responsibility in Europe and places like the United States. (OI)
England’s Parliament held awareness meetings and passed laws that
helped target the dumping of human and other waste directly into the
Thames river. The Great Stink of London and its overwhelming smells
led to a massive new sewer system. (OI) This system led to a decrease
in cholera cases but did not end pollution problems. (Doc 4)
In Medieval Europe as more and more people left the manors in the
countryside and moved into towns and cities, waste disposal and
public hygiene in the increasingly congested areas became major
concerns. Sewage and animal cadavers were thrown into the rivers,
butchers let the blood of slaughtered animals flow into the gutters, as
Global Hist. & Geo. Rating Guide – Aug. ’16 [32] Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – B
did dyers the contaminated water flow from their vats. (Doc 3) People
used the same water for bathing, cooking, and cleaning. This is one of
the causes of many people becoming sick. (OI) Townspeople were
probably unaware of the damage that they were creating. For the most
part municipal hygiene laws did little to prevent these contaminating
practices. Some people wore clogs to stay above the muck to try and
sweep up the accumulated refuse. Often people had to compete with the
free-roaming pigs that rooted in the garbage. Some towns tried to put
restrictions on the activities of the pigs. They gave fines on the owners
of the pigs who let their pigs run free on a Sunday. An even higher
fine if the offending animal was a female pig (sow). They addressed
this problem by making the owners pay fines. But these hygiene laws
were relatively ineffective. As the population increased cities became
dirtier. Some say the most effective cause that changed conditions in
medieval Europe was the Black Death. (OI) One-third of the population
of Europe died. (OI) Cities because of necessity and fear strictly
enforced laws and government actively fought the disease by
isolating the sick, burying the dead in deep pits outside the town, and
burning clothes. (OI) Ultimately with fewer people alive there was less
garbage, less pollution, and less disease. (OI)
The Ganges river in India is sick with the pollution of human and
industrial waste, and water-borne illness. This is a terrible factor of
Indian life. The Ganges river is a very sacred place. The river is revered
as a goddess whose purity cleanses the sins of the faithful and aids
the dead on their path toward heaven. When Hindu people in India die
many send the body down the river or cremate the body and scatter
the ashes in the river. This is supposed to release the soul from this life
Global Hist. & Geo. Rating Guide – Aug. ’16 [33] Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – B
and prepare it for the next. Offerings such as food and other funeral
related waste is left along the shores of the river. (OI) The water is
sacred to the people so they bathe in it believing it will cleanse their
soul. Not only do people bathe in the river they do their laundry, wash,
drink, clean utensils, and even brush their teeth with the water. (OI)
But the thing is, there are carcases, human waste and industrial
waste in there. They attempted to treat the river using western-style
treatment facilities but these facilities simply did not meet the needs
of the region. Such treatment facilities were designed for use in
countries where supply of electricity is stable, there’s no season of
overwhelming monsoon rains, and the population doesn’t drink
directly from the water source. (Doc 5) Therefore these treatment
facilities were not successful. Because many people consume this
dirty water people are getting sick with diseases such as cholera. Other
people may get dysentery and diarrhea which can cause dehydration
and death. (OI)
Venezuela’s, Lake Maracaibo, is crisscrossed with oil industry
pipelines. There is about 15,000 miles of pipelines under the lake. (Doc 6)
Unfortunately, many of the pipes are old, rusty, and leaking. In
2010, the leaky pipes relesed oil that washed up on Lake Maracaibo’s
shores, harming fish and birds. It is very difficult for birds to fly
when they are covered in oil. (OI) Also about 500 other companies
dump waste into the lake and only about 20% of the waste is treated
before it is dumped into the lake. This has not only caused problems for
birds and fish but also for humans who live near the lake and use it.
If they want to clean up this lake the amount of waste that is being
treated needs to increase a lot. This would require more attention from
Global Hist. & Geo. Rating Guide – Aug. ’16 [34] Vol. 2
Anchor Paper – Document-Based Essay—Level 5 – B
the government and more funding.
The burning of fossil fuels is a big contributer to air pollution. As
of 2006 China was the worlds largest producer and consumer of coal.
(Doc 8) Unfortunately, coal is also the “dirtiest” energy source, as it
produces carbon dioxide, nitrogen oxides, sulfer dioxide, and methane-
gases that contribute to global warming, air pollution, and acid rain.
In fact as of 2006, 16 of the world’s 20 most polluted cities were in
China. The Chinese Government realizes the need to shift to renewable
energy sources to substain the energy growth. They have invested in
hydroelectric power by building dams like the Three Gorges Dam but
that is inadequate to meet all the needs of the Chinese people. (OI) The
problem with wind and solar power is that they are still in the initial
stages of development. Also they cost a lot to install, and they would
only supply a small fraction of China’s energy needs.
Pollution caused by urbanization and industrialization has been
a problem for centuries. Modern technology and growing populations
have made the amount of pollution worse. Every culture, every country
has pollution. The solutions they have used have lessened it out but
nobody has fixed it.
Global Hist. & Geo. Rating Guide – Aug. ’16 [35] Vol. 2
Anchor Level 5-B
The response:
• Thoroughly develops all aspects of the task evenly and in depth for problems humans face
because of pollution
Is more analytical than descriptive (pollution problems humans face: cities would stink from
combined chemicals, dyes, fibers, and garbage in rivers; bathing, cooking, and cleaning with
these waters is one of the causes of people getting sick; Ganges used to do laundry, wash, drink,
clean utensils, and even brush teeth, but there are carcasses, human waste, and industrial waste
in there; rusty, old pipes leaking oil into Lake Maracaibo harming fish and birds; coal is the
dirtiest energy source and contributes to global warming, air pollution, and acid rain; attempts to
address the problem of pollution: some people in medieval towns wore clogs to stay above the
muck; only 20 percent of the waste going into Lake Maracaibo is being treated before it is
dumped into the lake; whether or not attempts have been successful: London’s new sewer
system led to a decrease in cholera, but not an end in pollution problems; medieval municipal
hygiene laws did little to prevent contaminating practices; use of western-style treatment
facilities did not meet the needs of India)
• Incorporates relevant information from documents 1, 3, 4, 5, 6, and 8
Incorporates substantial relevant outside information (pollution problems humans face: threat of
typhoid as well as tuberculosis finally made garbage removal and environmental cleanup
partially a public responsibility in England and United States; people in India getting sick with
dysentery which can cause dehydration; attempts to address the problem of pollution: Great
Stink and overwhelming smells led to massive new sewer system; plague-stricken cities isolated
their sick, buried their dead in pits outside the town, and burned clothes; whether or not attempts
have been successful: as a result of Black Death, one third of the people died; with fewer people,
there was less garbage, less pollution, and less disease; if Lake Maracaibo is to be cleaned up,
the amount of waste treated needs to increase with more attention from government and more
funding; solutions by countries and cultures have lessened it, but nobody has fixed it; Three
Gorges Dam inadequate to meet the needs of all Chinese)
• Richly supports the theme with many relevant facts, examples, and details (pollution problems
humans face: factories polluted with chemical and industrial waste; Hindus cremate bodies and
put ashes in Ganges; 16 of the 20 world’s most polluted cities in China; attempts to address the
problem of pollution: fines for pig owners in medieval cities and towns; whether or not attempts
have been successful: wind and solar power still in initial stages of development and would
supply only fraction of China’s energy needs)
• Demonstrates a logical and clear plan of organization; includes an introduction that is a
restatement of the theme and lacks a conclusion
Conclusion: Overall, the response fits the criteria for Level 5. Document information and relevant
outside information are woven together in case studies which address all aspects of the task
demonstrating a depth of knowledge.
Global Hist. & Geo. Rating Guide – Aug. ’16 [36] Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – A
Throughout history, humans have created waste and pollution.
Urbanization and industrialization have vastly increased the
amount of waste and pollution produced and increased the impact of
this waste and pollution on the environment and human health. As
unsanitary environmental conditions grow worse, humans have been
threatened by potential exposure to disease and health issues.
Consequentially, humans have tried many ways to reduce the impact
of pollution and waste such as converting to renewable sources of
energy and improving sewage systems resulting in varying degrees
of success or failure.
Many solutions have been proposed to reduce the impact of pollution
on the health of humans, such as cleaning up sewage systems and
improving water systems and by restricting the production of and
release of waste into the environment. These methods have shown some
success. In Mexico City, a massive population increase combined with
industrial development, poor emission standards, and the overuse of
cars led to environmental and health nightmares. Mexico City’s ozone
level rose above dangerous levels many times, creating a public
danger to human health. As a result, at certain times the government
restricted industrial production, thereby limiting the amount of waste
and pollution produced. They also at certain times restricted the use of
cars as cars contribute to air pollution by emitting unhealthy green-
house gases. These restrictions often lasted until the ozone level was
lowered back under danger levels. There are many conditions in
Mexico City that have made the pollution problem difficult to fix. For
example public transport is not very popular with the growing middle
class. Traffic congestion in the city has caused some people to avoid
Global Hist. & Geo. Rating Guide – Aug. ’16 [37] Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – A
walking. Cars are often seen as a status symbol and many in the
upwardly mobile group do not want to give them up. Industrializing
societies two centuries before had problems also. The Industrial
Revolution in England caused the pollution of many cities and
waterways. The Thames River became foul with industrial waste,
human waste, and dead animals. The air quality was also poor
because factories ran on coal in the 1800s and soot spewed into the air.
Diseases like cholera spread because of contaminated water and lung
problems became very common because of air pollution. In document
4b, Europeans made many sanitary reforms to reduce the impact of
water pollution. By 1865, London had cleaned its water supply and
improved the efficiency of its sewage systems. Pollution and waste
such as sewage or water pollution can decrease human health by
transmitting bacteria into human drinking water (Doc 4a) or by
providing optimal conditions for diseases or bacteria to occur. Because
of London’s reforms, when cholera returned to London’s shores in
1865, it no longer leaked into wells or rivers and ultimately did not
harm as many human lives as it did in Western Europe, shown in
Doc 4b. Two hundred years ago societies faced pollution problems due
to industrialization and societies today still face pollution problems
caused by industry.
Attempts that have not been as successful have occurred as well.
Since Medieval times, societies have struggled with waste and
pollution. Document 3 describes the unhealthy conditions of cities in
Medieval Europe. Streets were littered with rotting meat, sewage and
animals. Without proper sewage systems city dwellers would simply
throw their human waste in the streets. In an attempt to clean the
Global Hist. & Geo. Rating Guide – Aug. ’16 [38] Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – A
streets hygiene laws were passed. A fine was imposed on anyone who
allowed their pigs to roam free on Sunday. Although this discouraged
the roaming of pigs, the pollution and sanitation of the cities
continued to remain unhealthy and dirty, without significant
improvement because people continued to dump waste in the streets. In
fact, without the pigs there was more waste because the pigs ate at least
some of the waste that was in the streets.
In Document 5, it explains the Ganges River has been polluted by
human and industrial waste and that has contributed to water-borne
illnesses in Indian life. On top of this many Hindu believers put
ashes and bodies of loved ones in the Ganges River because it is sacred
to them. People drink from this untreated or barely treated water.
Because of this pollution people could get cholera, stomach bacteria,
and other diseases from the river. In order to clean up the river, the
government in India launched the Ganga Action Plan in 1985 by
using western style sewage treatment plants. This plan has failed
however, due to a lack of a stable source of electricity. It also failed
because sometimes the summer monsoon can dump too much rain
causing flooding and overwhelming the sewage treatment plants. So,
the Ganges River continues to be polluted and cause health problems.
According to Document 8, modern day China has not been able to
convert to a dependable, large wind, water, or solar powered nation due
to the high expense of installing wind mills, hydroelectric power
plants, and solar panels. The expenses of these changes, as well as the
increasing energy demands of its large population and its increasing
industrial development have placed a burden on China’s economy.
China’s energy needs far exceed what renewable sources can currently
Global Hist. & Geo. Rating Guide – Aug. ’16 [39] Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – A
provide. In 2006, 16 of the world’s 20 most polluted cities were in
China and the waste from burning coal such as methane contribute to
health threats in the form of air pollution, as shown in Document 8.
The byproducts from burning coal have hurt the very young who
increasingly suffer from asthma and other lung related diseases.
Pollution and waste can be detrimental to humans in many ways.
Polluted air or water can make its way into the human body through
simply breathing in polluted air or drinking polluted water. This can
bring diseases such as cholera or harmful bacteria into the human
system. Converting to renewable or clean energy sources can help
improve health conditions by removing or lowering these health
hazards. Wind or solar power are good examples of change to provide
energy without releasing waste but they are costly. Although there
have been many attempts to control pollution, there have been varying
degrees of success.
Global Hist. & Geo. Rating Guide – Aug. ’16 [40] Vol. 2
Anchor Level 4-A
The response:
• Develops all aspects of the task for problems humans face because of pollution
• Is both descriptive and analytical (pollution problems humans face: Mexico City’s population
increase combined with industrial development, poor emission standards, and overuse of cars
led to environmental nightmares; Thames foul with industrial waste, human waste, and dead
animals; pollution and waste such as sewage can transmit bacteria into human drinking water;
human and industrial waste in Ganges contributed to water-borne illnesses in India; attempts to
address the problem of pollution: Mexico City restricted industrial production and use of cars
limiting amount of waste and pollution produced; in medieval Europe pigs discouraged from
roaming by fines; whether or not attempts have been successful: ozone levels in Mexico City
lowered because of restrictions; because of London’s reforms, when cholera returned to its
shores it no longer leaked into wells or rivers and did not harm as many lives; medieval cities
continued to remain unhealthy and dirty; modern-day China not able to convert to a dependable,
large wind, water, or solar powering nation due to high expenses of installation; China’s energy
needs far exceed what renewable sources can currently provide)
• Incorporates relevant information from documents 3, 4, 5, 7, and 8
• Incorporates relevant outside information (pollution problems humans face: air quality poor
because English factories ran on coal in 1800s and soot spewed into air; by-products from
burning coal hurt health for young Chinese who increasingly suffered from asthma; attempts to
address the problem of pollution: in Mexico City difficult to fix problem because public
transport not very popular with growing middle class; cars often seen as status symbol in
Mexico City and many do not want to give them up; whether or not attempts have been
successful: Middle Ages without roaming pigs meant more waste because pigs ate some waste;
Ganga Action Plan failed because summer monsoon can dump too much rain causing flooding
and overwhelming sewage treatment plants)
• Supports the theme with relevant facts, examples, and details (pollution problems humans face:
Mexico City’s ozone levels rose above dangerous levels; Industrial Revolution in England
caused pollution of many cities and waterways; city dwellers in Middle Ages did not have
proper sewage systems so human waste thrown into streets; attempts to address the problem of
pollution: Ganga Action Plan launched in 1985 to clean up river with help of sewage treatment
plans; whether or not attempts have been successful: by 1865 London cleaned water supply and
improved efficiency of sewage systems)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that discuss pollution can be detrimental in many ways and humans face consequences because
of pollution
Conclusion: Overall, the response fits the criteria for Level 4. Problems humans face because of
pollution are integrated into the discussion of methods used by different societies to address the
problems. Analytical statements and relevant examples demonstrate a good understanding of the
task.
Global Hist. & Geo. Rating Guide – Aug. ’16 [41] Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – B
As the Industrial Revolution swept across the world, and nations
began to urbanize, the rate of pollution rapidly increased, not only
taking a toll on the environment, but on humans as well.
Governments have attempted to address the human problems created
by pollution. Some attempts were widely successful, and some were not.
Humans have faced many problems that result from pollution. One
of the most major of them is disease. As Europe and the United States
wallowed in their own waste pollution, the only thing that made
garbage removal partially a public responsibility was the threat of
disease (doc 1). Man has created our own vile unsanitary conditions
through the growth of our cities and our consumer waste products.
Plastics, packaging, diapers, and disposable everything has made our
situation and the environment worse today. Likewise, in ancient
Athens, the streets were very narrow and filthy. Garbage and sewage
made the streets offensive and unhealthy. Had Athenians not been so
healthy from the start, they would have been very susceptible to
diseases. Even so, plagues often ravaged and helped weaken the city
(doc 2). Athens may have even have lost its war against Sparta, due
to a plague. One cause of disease was the contamination of water.
During the Middle Ages, waste disposal was a major concern. Sewage
and animal cadavers were thrown into rivers, and butchers allowed the
blood of slaughtered animals to flow into gutters, as well as dyers
letting contaminated water flow from their vats (doc 3). There was
little if any treatment of waste. The only thing they tried to do was
manage it by outlawing some practices, leaving the rivers dirty until
much of the pollution flowed out to sea. Similarly, in London, the
river Thames became highly polluted, which also happend to be
Global Hist. & Geo. Rating Guide – Aug. ’16 [42] Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – B
London’s source of drinking water. Sewers were often emptied into the
river, which contaminated it, and the people of London then used it as
their source of drinking water causing water-borne illnesses such as
cholera and typhoid fever (doc 4a). These were some of many problems
humans faced from pollution.
Due to the threat of disease created by increasing pollution
problems, governments began to try and clean the sources of
contamination. In London as the Thames became more polluted, they
made efforts to clean it, as well as other polluted sources. The efforts
were widely successful. They had improved sewer systems, cleaned up
supplies of drinking water, and collected and disposed of refuse in
“safer” locations. The efforts had been so effective, that in 1865, when
cholera reached London once again, it no longer leaked from the
Thames into the wells and other water supplies and the spread of
cholera was limited (doc 4b). Today, in China, the extensive use of coal
for energy was and is a major reason for pollution. As a result, they
tried to switch to different renewable sources such as wind, solar, and
water power. Though costly and still in development stages, China has
one of the greatest wind energy potentials (doc 8). Some of these
efforts of cleaning up pollution were very effective and others less
effective. In England laws to promote public health and improve living
conditions helped England to clean up its environment. China’s
efforts however, have been less effective. It is still one of the world’s
largest polluters and producers of greenhouse gases. Its growing
consumer society and expanded industrial development to compete in
a global marketplace have damaged its environment. Tensions between
seeking and cracking down on polluters has economic impacts.
Global Hist. & Geo. Rating Guide – Aug. ’16 [43] Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – B
Although some efforts were successful, many were not. India’s
pollution problems have many causes. For religious reasons people
bathe and dump ashes and dead bodies into the Ganges. Many cities
have untreated sewer systems that flowed directly into the river and
factories that dumped waste in the river causing the river to become
sick. As pollution became an increasing problem for the Ganges River
in India, the Indian Government Launched the Ganga Action Plan: a
plan devised to install sewage treatment plants in selected areas.
However, these treatment plants were designed for western regions like
Europe, and were not successful in India leaving the Ganges an
extremely polluted river. (doc 5). Also, in Venezuela, pipelines for oil
crossed Lake Maracaibo. These pipelines were old and leaky, thus
contaminating the lake causing damage to the environment, plants
and animals and anyone who depends on the lake or its tributaries
for agricultural or human use. Although there are treatment plants,
only 20% of all waste, runoff, and sewage is treated before entering
the lake (doc 6).
Pollution has taken a high toll on human life throughout history,
creating many problems. Efforts made to try to reduce these problems
are not always successful, although some have been.
Global Hist. & Geo. Rating Guide – Aug. ’16 [44] Vol. 2
Anchor Level 4-B
The response:
• Develops all aspects of the task for problems humans face because of pollution
• Is both descriptive and analytical (pollution problems humans face: garbage and sewage made
streets of Athens offensive and unhealthy; plagues often ravaged ancient city of Athens; in
London sewers often emptied into Thames causing water-borne illnesses such as cholera and
typhoid fever; China’s use of coal energy was and is a major cause of pollution; Ganges sick
because many cities have untreated sewer systems that flowed into it and factory waste dumped
in it; attempts to address the problem of pollution: only thing done in Middle Ages was
management of waste by outlawing some practices leaving rivers dirty until much of pollution
flowed out to sea; London improved sewer systems, cleaned up supplies of drinking water, and
collected and disposed of refuse in “safer” locations; Indian government launched Ganga Action
Plan to install sewage treatment plants; whether or not attempts have been successful: efforts in
London so successful that in 1865 when cholera once again reached London it no longer leaked
from Thames into wells and other water supplies; treatment plants made for western regions like
Europe were not successful in Ganges; only 20 percent of waste, runoff, and sewage treated
before entering Lake Maracaibo)
• Incorporates relevant information from documents 1, 2, 3, 4, 5, 6, and 8
• Incorporates relevant outside information (pollution problems humans face: plastics, packaging,
diapers, and disposable everything has made our environment worse; plagues helped weaken
Athens so it lost its war against Sparta; for religious reasons people bathe, dump ashes and dead
bodies into Ganges; in China, its growing consumer society and expanded industrial
development have damaged the environment; attempts to address the problem of pollution:
tension between companies seeking profits and cracking down on polluters has economic
impacts)
• Supports the theme with relevant facts, examples, and details (pollution problems humans face:
in Middle Ages sewage and animal cadavers thrown into rivers, butchers allowed blood of
slaughtered animals to flow into gutters, and dyers let contaminated water flow from their vats;
in Venezuela oil pipelines that crossed Lake Maracaibo were old and leaky and polluted the
lake; attempts to address the problem of pollution: China tried to switch to renewable sources of
power like wind, solar, and water power)
• Demonstrates a logical and clear plan of organization; includes an introduction that states the
rate of pollution increased with the Industrial Revolution and a conclusion that states pollution
has taken a high toll on human life throughout history
Conclusion: Overall, the response fits the criteria for Level 4. Although the response relies on
document information to frame the discussion, a good understanding of the task is demonstrated.
While relevant outside information and analytic statements are included, stronger integration of that
information would have strengthened the effort.
Global Hist. & Geo. Rating Guide – Aug. ’16 [45] Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – C
Throughout history, as civilizations grow and prosper, so does their
production of pollution. Whether it be air, water, or earth pollution,
urbanization and industrialization has caused humans to have to
deal with more and more harmful factors that come along with
progress. However, with this problem, people began to think of
solutions, such as using solar energy and wind power, though various
countries used different methods and had varying results.
Beginning with the Industrial Revolution in Europe people from
rural areas began to give up their lives as farmers, and things such as
the putting out system and cottage system became things of the past.
With the Enclosure Movement and the Agricultural Revolution came
major migrations of landless peasants to urban areas due to the
increased need for unskilled laborers to work in the new industrial
factories. The growing populations of these urban areas led to an
increase in poor sanitaztion, and lack of higene (Doc 1, 2). Because
industrialization and urbanization occured so quickly these urban
areas were overwhelmed and the cities poor water supplies and
sanitation systems could not handle the flood of people. People
wallowed in their own filth. The rise of population also magnified the
problem. More people living, eating, creating waste and garbage, and
bathing caused major problems straining and contaiminating water
supplies. With these contaimated water supplies and growing failure
of the weak sanitation systems the risk of disease grew substaneally,
the average life span of the people of this time in early industrial
Europe was only about 25-40 due to the fatallity of diseases and the
poor working and living conditions that plagued these polluted
industrial areas. These diseases were often spread due to the use of a
Global Hist. & Geo. Rating Guide – Aug. ’16 [46] Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – C
contaiminated water pump used by a whole community. Water borne
illnesses ran rapidly through the newly industrialized streets of
urban centers, people kept dying and it was just a horrible place to
live. Diseases like typhoid and cholera continued to kill people in
massive numbers in cities in western Europe. London decided to
improve their sewer system, clean up the water supplies, and create a
better system of waste collection and disposal. These attempts worked
and the water, the streets, and the whole city became cleaner. As London
became cleaner the diseases started to subside as well. (Doc 4b).
Similar to the Thames River in London the Ganges River in India
has gotten more and more polluted as the population of the Ganges
River Valley has increased. However in India the situation was made
more complicated because of the religous use of the river. The Ganges is
the holy river that Hindus make their pilgrimages to and where many
Hindus put human ashes in to help with their loved ones dharma. Due
to the growing number of problems caused by pollutions, many people
set out to find solutions. The polluted water caused many health
problems including water borne diseases. India tried to adopt Western
water cleaning systems. However, this attempt failed due to the
countries lack of stable electricity (Doc 5). Hydroelectric power is
dependent on the monsoons which means electricity production
suffers if the monsoons are late. On a daily basis millions of Indian
people lack safe and sanitary drinking water. Also places such as
Mexico city have had problems with pollution but for them it is air
pollution. Rapid population growth, industralization, and
unrestricted use of polluting cars has made it dangerous to breathe
and live in the city. Mexico City had a hard time decreasing pollution
Global Hist. & Geo. Rating Guide – Aug. ’16 [47] Vol. 2
Anchor Paper – Document-Based Essay—Level 4 – C
due to their surplus of smog producing factories and their over
populated streets. To try and reduce pollution the people of the city were
forced to reduce car use, and industries were required to cut back
operations (Doc. 7). This, however did very little to reduce pollution due
to the fact that older more polluting cars are still on the streets and
people don’t want to give them up. Because of this Mexico city is still
one of the most polluted areas in the world. However, despite these few
unsucessful attempts, countries such as Britain and Germany, have
done a much better job applying green energy to reduce pollution. The
people of Germany and Britain have started adopting forms of clean
energy other than polluting fossil fuels, thing such as solar power
and wind energy are used in daily life. Also water filtering systems
have been developed to supply the people of these countries with water
cleaned of harmful contaiminants. These sucessful attempts at using
clean energy has decrease the risks to the environment and helped
increase the lifespan of people who are effected by this benificial
changes.
It can be shown that throughout time the rapid industrialization of
the world has led to the pollution of many urban centers, the spread of
disease, and a lack of sanitazion for the people. However, as history
and people have progressed so have the peoples methods to prevent these
undesired effects. Even though some countries such as India and
Mexico have failed in their attempts toward clean energy and
unpollution, it can be shown that the countries who sucessfully
adopted these methods have become less poluted.
Global Hist. & Geo. Rating Guide – Aug. ’16 [48] Vol. 2
Anchor Level 4-C
The response:
• Develops all aspects of the task for problems humans face because of pollution
• Is both descriptive and analytical (pollution problems humans face: because industrialization
and urbanization occurred so quickly, urban areas were overwhelmed and poor water supplies
and sanitation systems of cities could not handle the flood of people; growing failure of weak
sanitation systems contributed to substantial growth in risk of disease; water-borne illnesses
spread rapidly through newly industrialized urban centers; situation made more complicated in
India because of religious use of river; many Indians lack safe and sanitary drinking water;
Mexico City had a difficult time decreasing pollution due to surplus of smog-producing
factories and overpopulated streets; attempts to address the problem of pollution: London
decided to improve sewer system, clean up water supplies, and create a better system of waste
collection and disposal; to try and reduce pollution Mexico City forced people to reduce car use
and required industries to cut back on production; whether or not attempts have been successful:
London’s attempts worked and water, streets, and city cleaner)
• Incorporates relevant information from documents 1, 4, 5, and 7
• Incorporates relevant outside information (pollution problems humans face: with Enclosure
Movement and Agricultural Revolution came major migrations to urban areas due to increased
need for unskilled laborers in new industrial factories; average lifespan of people in early
industrial Europe only about 25 to 40 due to fatality of diseases and poor working and living
conditions; diseases such as typhoid continued to kill people in cities in western Europe; Ganges
holy river that Hindus make pilgrimages to and where many Hindus put human ashes in to help
with loved ones’ dharma; attempts to address the problem of pollution: Britain and Germany
developed water-filtering systems to supply people with water cleaned of harmful contaminants;
whether or not attempts have been successful: pollution not reduced much in Mexico City
because older, more polluting cars are still on the streets; countries such as Germany have done
a better job of applying green energy and reducing pollution by adopting solar power and wind
energy)
• Supports the theme with relevant facts, examples, and details (pollution problems humans face:
water supplies contaminated; Ganges in India more polluted as population in river valley
increased; Mexico City problem with air pollution; whether or not attempts have been
successful: India tried to adopt western water-cleaning systems which failed due to lack of
stable electricity)
• Demonstrates a logical and clear plan of organization; includes an introduction that states as
civilization grows and prospers so does pollution and a conclusion that states although some
countries have failed in their attempts to address pollution others have reduced pollution
Conclusion: Overall, the response fits the criteria for Level 4. Analytic statements and relevant
outside information are integrated with document information to address all aspects of the task.
Additional supporting facts and details would have strengthened the treatment of the attempts to
address problems related to pollution.
Global Hist. & Geo. Rating Guide – Aug. ’16 [49] Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – A
Throughout history civilizations have undergone urbanization and
industrialization. With these have come pollution of the land, water,
and air. Although people have made efforts to address pollution, it is
still a current problem for today’s generations.
One major problem humans face because of pollution is disease. The
garbage and filth that existed in peoples towns was not controlled.
People were allowed to dump their waste and garbage almost anywhere.
The germs and contagions in these filthy areas made the spread of
disease a serious possibility (Doc 1.). The plague traveled with fleas on
rats and these rats ate the filth and garbage in European cities in the
late Middle Ages. Another effect of pollution is towns filling with
garbage. The filth and rubbish piling in people’s areas would not only
have been disgusting to see every day, but the odor given off would
have been terrible to deal with as well. (Doc 2.). Furthermore, pollution
would have also caused the contamination of a population’s drinking
water since cities often developed around rivers. The disgusting waste
that made its way into the water supply contaminated and hurt the
wildlife that needed the water. The water would then be drunk by
humans who have the water as their drinking source. This also
increased the spread of water-borne illnessess. (Doc 4a). This problem
happened in many societies and at different times. It was especially a
problem in industrial London. But because London was
industrialized and had more people than other cities, the waste problem
was bigger. One of the biggest water-borne killers was cholera. Today’s
generation in many parts of the world faces problems of pollution as
well. One such problem would be global warming. The use of chemicals
and substances such as chlorofloracarbons are wearing away the
Global Hist. & Geo. Rating Guide – Aug. ’16 [50] Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – A
ozone layer and increasing our exposure to the sun’s uv rays. We are
facing problems like the ice caps of the Arctic melting, and the possible
extinction of the polar bear somewhere in the near future. However the
human race is also facing possible extinction because we don’t seem to
have good solutions for many of the problems we have created. In India
the sacred Ganges River is dying because of the industrial,
agricultural, and human pollution. People need this river for religious
and economic reasons and if the government doesn’t do more the
Hindu faith could be badly harmed.
However, there have been attempts to address the problems caused by
pollution over the years. For example, the high rates of pollution in
Mexico City have caused their ozone level to climb to the point of very
dangerous. In response to this the government restricted the use of cars
and the production in factories until the ozone reached a somewhat
safe ozone level. These acts, however, do not solve the problem, they only
offer temporary solutions to a long term problem (Doc 7). The
restrictions simply decreased the pollution being added into the air
with the hope that natural air, wind currents and weather patterns
would help lower the ozone levels. But it doesn’t permanently get rid of
pollution. Laws can help reduce pollution but forcing companies to
clean up the environment and car companies to produce more efficient
cars and buses is more difficult. Another example of attempted reform
is in China. The overuse of coal as an energy source in China has lead
to many public health problems. People have developed asthma and
lung diseases because of the poor air quality. To counteract the affects
of pollution, the Chinese government is trying to institute the use of
renewable resources in place of coal. However the renewable resources
Global Hist. & Geo. Rating Guide – Aug. ’16 [51] Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – A
are not yet in use due to high costs and the very little amount of
energy these resources can currently supply. However the plans for
using these resources are in place and hopefully in the very near
future they will be in use (Doc 8). But more needs to be done. The world
uses China to manufacture many products. The “made in China” label
seems to be everywhere. But laws and limitations need to be placed on
Chinese companies and governments around the world need to insist
cleaner energy sources be used. One step taken today in many places
is the recycling of plastics and other materials that are not broken
down in nature easily. Recycling programs and environmental
groups in many places are making the public aware of these programs
and many people are putting more effort into recycling.
In conclusion, throughout history industrialization and pollution
have brought pollution and public health problems to societies. Disease
and filth are only two of the effects pollution can have on a
civilization. In response to the dangers of pollution, many efforts have
been made to address pollution. However, many of these efforts were
not successful. Those that were successful, and those that are still
attempting to fix the problem are still trying to deal with the problems
of pollution.
Global Hist. & Geo. Rating Guide – Aug. ’16 [52] Vol. 2
Anchor Level 3-A
The response:
• Develops all aspects of the task with some depth for problems humans face because of pollution
• Is more descriptive than analytical (pollution problems humans face: pollution caused
contamination of drinking water since cities often developed around rivers; waste that made its
way into drinking water contaminated and hurt wildlife; because London industrialized and had
more people, the waste problem was bigger; human race facing possible extinction because we
do not have good solutions for problems we have created; in India, sacred Ganges is dying
because of industrial, agricultural, and human pollution; people need Ganges for religious and
economic reasons and if government does not do more Hindu faith could be badly harmed;
overuse of coal as energy source in China led to many public health problems; whether or not
attempts have been successful: solutions in Mexico City do not solve problems but only offer
temporary solutions; high cost of using renewable resources in China and the little amount of
energy they supplied caused problems)
• Incorporates some relevant information from documents 1, 2, 4, 5, 7, and 8
• Incorporates limited relevant outside information (pollution problems humans face: plague
traveled with fleas on rats and rats ate filth and garbage in European cities in late Middle Ages;
substances such as chlorofluorocarbons wearing away ozone layer and increasing exposure to
sun’s ultraviolet rays; ice caps of Arctic melting and possible extinction of polar bears; people in
China developed asthma because of poor air quality; attempts to address the problem of
pollution: laws and limitations need to be placed on Chinese companies and governments
around the world need to insist cleaner energy sources be used; one step taken today is recycling
plastics; environmental groups making public aware of recycling programs; whether or not
attempts have been successful: in Mexico City hope that natural air, wind currents, and weather
patterns would help lower ozone levels; laws can help reduce pollution but forcing companies to
produce more efficient cars and buses is more difficult)
• Includes some relevant facts, examples, and details (pollution problems humans face: water-
borne illnesses spread by dirty water; high rates of pollution in Mexico City have caused ozone
levels to reach dangerous levels; attempts to address the problem of pollution: restricted car use
and production in factories in Mexico City; Chinese government trying to institute use of
renewable resources in place of coal)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that
are a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 3. Modern-day examples are employed
in the treatment of the task demonstrating a good understanding of the ongoing effects of pollution
and efforts to address related problems. Additional details to support some of the generalizations
and a better integration of facts would have strengthened the response.
Global Hist. & Geo. Rating Guide – Aug. ’16 [53] Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – B
Waste and pollution have been created by humans throughout
history. The pollution of land, water, and air has been contributed to by
urbanization and industrialization. As urbanization and
industrialization have increased, many attempts to adress the
problems of waste and pollution have been made with different results
of success.
Humans have faced many problems over the years caused by
pollution, which is made worse by urbanization and
industrialization. For example, even around 2,000 years ago, the city
of Athens experienced problems as a result of poor sanitation. One
problem faced is the threat of disease. Streets in Athens were muddy,
dusty, and are contaminated by great accumulations of filth. This
filth and poor sanitation led to the development of plagues and other
diseases. (Doc. 2) As history continued, pollution and contamination
continued to effect life around the world, for example in Europe. In the
dark ages of Europe, waste disposal and public hygiene in congested
areas became major concerns. Sewage was dumped on the street,
unsold fish was tossed on the street, and sewage and animal cadavers
were thrown into rivers. Another cause of unsanitary conditions was
when the butchers let blood of slaughtered animals flow into the
gutters. (Doc. 3) The contamination of the streets in the Mideival ages
was one of the causes of the spread of the Bubonic Plauge, a widespread
disease that killed nearly one third of the people living in Europe.
Another source of the Bubonic Plague in Europe was the rise of the rat
population in waste filled cities. The rats carried the fleas that carried
the plague in these dirty cities. Another problem was the
contamination of drinking water. For example during the Industrial
Global Hist. & Geo. Rating Guide – Aug. ’16 [54] Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – B
Revolution London’s drinking water was polluted because factories
made water unlivable for fish, who then died in the water, so the
drinking water in London is filled with dead fish. (Doc. 4a). Dyes
and industrial waste not only hurt the fish but was harmful for
humans too. Many people who lived in London got diseases such as
cholera and typhoid. Often these diseases affected the poor working
classes who lived and worked in the dirtiest polluted areas. Humans
have faced many problems because of pollution caused by
urbanization and industrialization.
Governments have attempted to adress these problems of pollution,
and some methods have worked, while some did not reach the same
success. For example, the Indian government’s methods of depolluting
the Ganges River did not work well because the methods used were
designed for use in countries with a stable supply of electricity, no
monsoon rains, and where the population doesn’t drink directly from
the water sources. (Doc. 5) One reason the Ganges River is polluted is
the fact people scatter the ashes or put the dead bodies of relatives in the
river for religious purposes. Another reason for the pollution is that
many factories and large farms surround the river which then causes
the river to be dirty with fertilizers and chemicals. Another example of
a government’s failure to fix environmental problems is when in
1992, Mexico City’s ozone level climbed to “very dangerous” levels. It
was considered to be one of the most polluted cities in the world. So the
government had to act. Car use was restricted, and industries were
required to cut back opperations. (Doc. 7). These methods have helped
Mexico City for the short term during a state of emergency despite
their increase of industrialization. But the most important success
Global Hist. & Geo. Rating Guide – Aug. ’16 [55] Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – B
was that the state of emergency made people rethink about polluting
cars and factories. People became more aware of the issues and are on
the path to do even more.
Throughout history, industrialization and urbanization have been
two key causes of pollution in the world. They led to dirty streets in
Athens, plague in the Dark Ages, and the pollution of India’s holy
river. Some government methods worked like in Mexico, and some
government methods did not like Indias. Historians believe that as
urbanization and industrialization have increased, humans have
attempted to address the problems of waste and polution through
different means with varying degrees of success.
Global Hist. & Geo. Rating Guide – Aug. ’16 [56] Vol. 2
Anchor Level 3-B
The response:
• Develops all aspects of the task with some depth for problems humans face because of pollution
• Is more descriptive than analytical (pollution problems humans face: filth and poor sanitation in
ancient Athens led to development of plagues and other diseases; in Dark Ages of Europe waste
disposal and public hygiene in congested areas were major concerns; during Industrial
Revolution London’s drinking water was polluted because factories made water unlivable for
fish who died in water; dyes and industrial waste not only hurt fish but harmful to humans as
well; often diseases such as cholera affected poor working classes who lived and worked in
dirtiest polluted areas; whether or not attempts have been successful: Indian government’s
methods of depolluting Ganges did not work well because method designed for use in countries
with stable supply of electricity; in Mexico City restrictions helped during short term state of
emergency despite increase of industrialization; attempts in Mexico City caused people to
rethink about polluting cars and factories and become more aware of issues)
• Incorporates some relevant information from documents 2, 3, 4, 5, and 7
• Incorporates limited relevant outside information (pollution problems humans face: bubonic
plague killed nearly one third of people living in Europe; another source of bubonic plague in
Europe was rise of rat population in waste-filled cities; many people who lived in London got
diseases such as typhoid; people scatter ashes or put dead bodies of relatives in Ganges for
religious purposes; many factories and large farms surround Ganges which causes river to be
dirty with fertilizers and chemicals; Mexico City considered to be one of most polluted cities in
world)
• Includes some relevant facts, examples, and details (pollution problems humans face: streets in
ancient Athens contaminated with great accumulations of filth; in Middle Ages sewage dumped
on streets, unsold fish tossed in streets, and sewage and animal cadavers thrown into rivers;
butchers let blood of slaughtered animals flow into gutters; drinking water contaminated; in
1992 Mexico City’s ozone levels climbed to dangerous high levels; attempts to address the
problem of pollution: car use restricted and industries required to cut back on operations in
Mexico City)
• Demonstrates a satisfactory plan of organization; includes an introduction that is a restatement
of the theme and a conclusion that summarizes specific examples
Conclusion: Overall, the response fits the criteria for Level 3. Document information frames the
discussion of causes of pollution and problems resulting from pollution, demonstrating an
understanding of the task. However, lack of analysis and limited development of attempts to address
pollution problems weaken the response.
Global Hist. & Geo. Rating Guide – Aug. ’16 [57] Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – C
Human society has been evolving since the first days mankind
walked the Earth. We have grown to become the most intelligent and
technologically advanced species on Earth. The growth of our industry
has spread worldwide. But what are the side effects of our evolution?
One of the answers is pollution. Urbanization and industrialization
have affected the word in a tedious manner, and our planet suffers
because of it.
We, as a society, also suffer from polution. Since the dawn of
cities, pollution has spread disease causing pathogens to society.
Disease often spreads much faster in crowded cities littered with
garbage and excrement (Doc 1). In cities, there was the added problem
of people migrating in who brought diseases with them and people
already living there were not immune. Without pollution, living
conditions would be much better as a whole. Even our water is now
diseased and unclean in many parts of the world. An example is
India’s Ganges River, a huge supplier of water to many millions of
people, which is polluted and can cause illness simply from drinking
it. (Doc. 5). Europe, in 1865 experienced an epidemic of cholera. A
disease that infects drinking water, cholera killed thousands (Doc. 4b).
At this time, Europe’s sewers Dumped directly into the same water that
was used for drinking. This provided perfect disease conditions. In
Ancient Athens, people often tossed waste and garbage into the streets.
(Doc. 2). It is seen throughout history how pollution makes society
much less presentable, bearable, and clean. Imagining a world with
much less polution is imagining a world with much less disease.
Around the world, countries have realized the Global epidemic of
pollution. Efforts to stop pollution from destroying the world have
Global Hist. & Geo. Rating Guide – Aug. ’16 [58] Vol. 2
Anchor Paper – Document-Based Essay—Level 3 – C
been made, however, most of these efforts have been greatly
unsucessful. Mexico City, for example, has incredibly high air
pollution. The city then restricted car use as well as emissions from
factories. These efforts did not assist the problem much, only showing
the population how dangerous pollution can become (Doc 7). These
temporary fixes did not do much of anything to find a real solution
to the problem. China also looks to end pollution, by trying to move to
more renewable energy sources which would be a more permanent
solution than in Mexico City. However, these methods are still being
developed, but do not have a bright future outlook because of the costs
and the large energy needs of the country. (Doc. 8). Indian Efforts to
clean the beforehand mentioned Ganges River have also been
unsucessful, starting in 1985, and still going on largely because of
problems with corruption, the monsoon season, and lack of steady
energy sources. (Doc. 5). Pollution has become a modern issue,
literally plaguing our world and unfortunately in many places the
problems remain.
Humans face illness and uncleanliness in the world with the
strengthening of pollution. It is a modern issue that countries
internationally struggle with. Take China for example. As a byproduct
of China’s exponential economic growth each year, China becomes more
and more polluted. The breakdown of ozone has made sunlight harsh.
Air pollution in certain cities is so bad that Chinese citizens must
wear masks to go outdoors. This issue of pollution truly makes one
think twice about how we are treating the Earth.
Global Hist. & Geo. Rating Guide – Aug. ’16 [59] Vol. 2
Anchor Level 3-C
The response:
• Develops all aspects of the task with little depth for problems humans face because of pollution
• Is more descriptive than analytical (pollution problems humans face: since dawn of cities
pollution has spread disease-causing pathogens to society; disease often spreads much faster in
crowded cities littered with garbage and excrement; water diseased and unclean in many parts of
world; India’s polluted Ganges supplies water to millions of people and can cause illness simply
from drinking it; China does not have a bright future outlook because of costs and large energy
needs of country; attempts to address the problem of pollution: China looks to end pollution by
trying to move to renewable energy sources which would be a more permanent solution than in
Mexico City; whether or not attempts have been successful: efforts in Mexico City did not help
problem only showing how dangerous pollution can become; Indian efforts to clean Ganges
largely unsuccessful because of problems with corruption, monsoon season, and lack of steady
energy sources)
• Incorporates some relevant information from documents 1, 2, 3, 4, 5, 7, and 8
• Incorporates limited relevant outside information (pollution problems humans face: as a by-
product of exponential economic growth each year China becomes more and more polluted;
breakdown of ozone layer has made sunlight harsh; attempts to address the problem of
pollution: air pollution in certain cities so bad that Chinese citizens must wear masks to go
outdoors)
• Includes some relevant facts, examples, and details (pollution problems humans face: in ancient
Athens people often tossed waste and garbage into streets; in 1865 Europe experienced cholera
which killed thousands; in 1860s Europe’s sewers dumped directly into same water used for
drinking; attempts to address the problem of pollution: Mexico City restricted car use as well as
emissions from factories)
• Demonstrates a satisfactory plan of organization; includes an introduction that states pollution
has affected our evolution and our planet suffers because of it, and no formal conclusion
Conclusion: Overall, the response fits the criteria for Level 3. The response focuses on the role
cities and pollution have played in the spread of disease, demonstrating an understanding of the
task. Sweeping generalizations, unintegrated information, and lack of development weaken this
response.
Global Hist. & Geo. Rating Guide – Aug. ’16 [60] Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – A
One fact about humanity is that we produce a lot of waste. When
not taken care of properly, waste can pollute air and water as well as
spread diseases. Today we have the luxury of efficient sewage systems
and waste management, but for many years people were not so lucky.
From Ancient times of the Greeks to modern Industrial Revolutions,
waste removal has been an issue. These issues have caused people to
make changes with their waste removal.
During the times of the Ancient Athenians, the narrow streets of
their markets were the worst (Doc 2). People would just throw waste out
of windows and to the ground of the crowded streets (Doc. 2). Similar
troubles were faced in medieval times as well. The lack of rules
regarding sewage waste let people throw waste anywhere (Doc. 3). This
led to an abundance of waste left on the streets. In both of these cases,
the untreated waste led to spread of disease. Better sanitation was
needed.
Moving on to the times of the Industrial Revolution, large and
polluted cities of the U.S. and western Europe had waste left on streets.
Disease spread through the mucky streets of the cities in the US, with
more people coming into already congested cities (Doc 1). In places like
London, sewage was dumped into rivers, the same rivers used for
drinking water (Doc 7a). This led to the spread of cholera (Doc 4b). The
only way to stop such sever spread of this disease was better sanitation
(Doc 4b).
Countries who have started to industrialize after Europe still have
pollution problems today. In some places in Venezuela, such as Lake
Maracaibo, only 20 percent of all waste is treated before it reaches the
water (Doc 6). Mexico City has had times were pollution levels were too
Global Hist. & Geo. Rating Guide – Aug. ’16 [61] Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – A
high for days at a time. The only solutions were to restrict car use and
to limit Industry production (Doc 7). One issue the countries face is
instaling the right pollution treatment plants, like India. India
instaled western-style plants to clean sewage, but were not adapted to
the needs of India, thus being less effective (Doc 5).
Pollution continues to be a big issue globally. Today conditions are
much better than in the past, but are not perfect. It has been a struggle
to fully treat pollution in the past as well as today. This is an issue we
need to continue working on.
Anchor Level 2-A
The response:
• Minimally develops all aspects of the task for problems humans face because of pollution
• Is primarily descriptive (pollution problems humans face: untreated waste led to spread of
disease in Athens and medieval times; better sanitation needed; during Industrial Revolution
large and polluted cities of United States and western Europe had waste left on streets; sewage
dumped into London rivers used for drinking water which led to spread of cholera; cholera
could only be stopped by better sanitation; countries who industrialized after Europe still have
problems today; in Mexico City pollution levels too high for days at a time; attempts to address
the problem of pollution: countries face the issue of installing the right pollution treatment
plants; whether or not attempts have been successful: today we have luxury of efficient sewer
systems and waste management but for many years people not so lucky; India installed western-
style plants to clean sewage but they were not adapted to the needs of India so they were less
effective)
• Incorporates limited relevant information from documents 1, 2, 3, 4, 5, 6, and 7
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (pollution problems humans face: people
would throw waste out of windows to the ground of crowded streets; attempts to address the
problem of pollution: in Mexico City car use restricted and industry production limited; whether
or not attempts have been successful: only 20 percent of waste treated before it enters Lake
Maracaibo)
• Demonstrates a general plan of organization; includes an introduction that states when waste is
not taken care of properly it can pollute air and water as well as spread diseases and a
conclusion that states the issue of pollution today is better than in the past but we need to
continue to work on the problem
Conclusion: Overall, the response fits the criteria for Level 2. Document information is strung
together and used to briefly address all aspects of the task. Lack of development and details weaken
the effort.
Global Hist. & Geo. Rating Guide – Aug. ’16 [62] Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – B
Throughout history, waste and pollution have covered the
environment. This is the result of industrialization and urbanization
increasing as time goes on. People may not be fully aware of it, but
they are and have been harming the environment which has many
negative effects on not only the places we live, but our own health too.
This serious problem has been confronted in several different regions
in different ways. However, these efforts ultimately failed.
Since the beginning of civilization, societies have suffered from
pollution and waste. According to William Sterns Davis, the streets of
Ancient Athens were “contaminated by great accumulations of filth;
for the city [was] without an efficient sewer system or regular
scavengers” (Doc 2). This filth that filled the streets threatened disease
to the people of Athens; it put their health on the line. Additionally, as
noted in an expert from What Life was Like in the Age of Chivalry,
“sewage and animal cadavers were thrown into the rivers; butchers let
the blood of slaughtered animals flow into the gutters, as did dyers
the contaminated water from their vats” (Doc 3). Public hygine was a
major concern and caused grotesque living conditions. Finally, in
Document 4a, conditions in London are described through pictures
shown, “the sewer, from cesspool and sink/That feeds the fish that float
in the inky stream.” Drinking water in London was dirty and
unsafe, a major health concern.
To solve the problems of pollution and waste, many steps have been
taken, but unfortunately failed. In 1985, the government of India
launched the Ganga Action Plan. However, “the western-style
treatment plans simply did not meet the needs of the region.” (Doc 5).
The plan didn’t take into account factors such as India’s unstable
Global Hist. & Geo. Rating Guide – Aug. ’16 [63] Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – B
electricity and monsoons. Therefore, it did not work. In China, the
government turned to renewable energy sources rather than coal, but
“wind power and solar power are still in the initial stages of
development. They cost a lot to install, and they supply only a
fraction of China’s energy needs” (Doc 8). Like India, this solution
doesn’t meet the needed criteria to be effective.
History has been filled with dirty streets, contaminated water, and
polluted air. As a result, people’s health have been put on the line.
Although many efforts have been made to solve this problem, they are
mostly unsuccessful. If we all work together, we can find a solution
that works.
Anchor Level 2-B
The response:
• Minimally develops all aspects of the task for problems humans face because of pollution
• Is primarily descriptive (pollution problems humans face: people of Athens threatened with
disease which put their health on the line; public hygiene a major concern; drinking water in
London was a major health concern; whether or not attempts have been successful: Ganga
Action Plan did not meet needs of region as it did not take into account India’s unstable
electricity and monsoons; government of China turned to renewable energy sources rather than
coal but wind and solar power still in initial stages of development)
• Incorporates limited relevant information from documents 2, 3, 4, 5, and 8
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (pollution problems humans face: Athens did
not have efficient sewer system or regular scavengers; sewage and animal cadavers thrown into
rivers; butchers let blood of slaughtered animals flow into gutters; attempts to address the
problem of pollution: government of India adopted western-style treatment plants; whether or
not attempts have been successful: wind and solar power cost much to install and supply only a
fraction of China’s needs)
• Demonstrates a general plan of organization; includes an introduction that states while people
may not be fully aware of it they have continued to harm the environment and a brief conclusion
Conclusion: Overall, the response fits the criteria for Level 2. Quotations and statements taken
from the documents are used to minimally address all aspects of the task. Brief explanations of
document information demonstrate a basic understanding of problems humans face because of
pollution.
Global Hist. & Geo. Rating Guide – Aug. ’16 [64] Vol. 2
Anchor Paper – Document-Based Essay—Level 2 – C
Humans face many problems of pollution because of urbanization
and industrialization. In the middle ages people threw all their
garbage into the streets and there was no sewage system. They were so
badly polluted that disease was common. The rats eventually started
the bubonic plague and killed thousands.
The Ganges river in India is not only a river but is regarded as a
goddess. The river is so badly polluted that sewage treatment facilities
hardly make a dent in the problem. India set up a plan to clean the
river but it failed because of a lack of stable and constant electricity.
Factories are a major cause of pollution in Mexico City and in
many other places. The pollution was destroying the ozone layer over
Mexico. Their government set out a precaution to halt the destruction of
the ozone layer by shutting down factories and limiting car usage. It
was four days before the ozone layer was restored.
Most attempts at cleansing the earth of pollution in the past have
failed. Technology someday may give us the chance to create a clean
earth. Pollution is mainly from urbanization and industrialization
so the advancement of technology could cause even more pollution.
Humanity must apply its best efforts to make sure that doesn’t happen.
Global Hist. & Geo. Rating Guide – Aug. ’16 [65] Vol. 2
Anchor Level 2-C
The response:
• Minimally develops all aspects of the task for problems humans face because of pollution
• Is primarily descriptive (pollution problems humans face: diseases common in Middle Ages
because of pollution; factories major cause of pollution in Mexico City and other places;
pollution destroying ozone layer over Mexico City; since pollution is mainly from urbanization
and industrialization, advancement of technology could cause even more pollution; attempts to
address the problem of pollution: Mexico tried to halt destruction of ozone layer by limiting car
usage; whether or not attempts have been successful: sewage treatment facilities hardly make a
dent in India’s problems; India’s plan to clean the Ganges failed because of lack of stable and
constant electricity; most attempts at cleansing earth of pollution in past have failed); includes
faulty and weak application (attempts to address the problem of pollution: in Mexico City four
days before ozone layer restored)
• Incorporates limited relevant information from documents 3, 5, and 7
• Presents little relevant outside information (attempts to address the problem of pollution:
technology may someday give us a chance to create a clean earth)
• Includes few relevant facts, examples, and details (pollution problems humans face: people of
Middle Ages threw their garbage into streets; no sewage system in Middle Ages)
• Demonstrates a general plan of organization; includes no formal introduction and a brief
conclusion
Conclusion: Overall, the response fits the criteria for Level 2. The response demonstrates a basic
understanding of the connection between pollution and disease as well as the hazards of relying on
technology as an effective solution to pollution problems. Reliance on overgeneralizations and
random pieces of information weaken the effort.
Global Hist. & Geo. Rating Guide – Aug. ’16 [66] Vol. 2
Anchor Paper – Document-Based Essay—Level 1 – A
All throughout time people have had a problem with waste and
pollution. The growth of industrialization has helped the evergrowing risk
of pollution increase tremendously. Pollution of land, air, and water have
all been effected by this crisis. Humans have tried to keep this epidemic
under control in many ways; some succesful, others not so much.
The issue of waste and pollution has caused many problems for
people since the beginning. The production of these harmful toxins
don’t go without repercussions. The number of fatal diseases that can
be transmitted because of water is through the roof. Diseases such as
cholera have been contracted simply because of a lack of sewer systems
and clean drinking water. [D4b]. This can lead to an early death
because of a lack of hygiene. That can bring down average lifespans
and just be bad for everyone. [D1]. The dilema of waste can even bring
you down economically. In the city of ancient Athens fewer people
travelled to the market place because of small, dirty, streets. [D2].
Throughout history, many different strategies have been used to try to
control this dilema, with varying success rates. In Mexico City the
government has issued industrial cut backs to lower air pollution
through their many smokestacks. This has been one of the more useful
was to cut back. [D7]. Another attempt was in the Ganges River
region of India. Their polluted religious entity could no longer be
ignored. Unfortunately for them, the land around them was not
suitable for the treatment plants that were needed. [D5].
Pollution has always been a threat to us and our planet. It has
caused disease, death, and irreversable environmental damage.
Hopefully through trial and error we can soon find the key to
redusing waste as much as possible.
Global Hist. & Geo. Rating Guide – Aug. ’16 [67] Vol. 2
Anchor Level 1-A
The response:
• Minimally addresses some aspects of the task for problems humans face because of pollution
• Is descriptive (pollution problems humans face: issue of pollution has caused many problems
for people since the beginning; production of harmful toxins did not go without repercussions;
diseases such as cholera have been contracted because of lack of sewer systems and clean
drinking water; cholera can lead to an early death); includes faulty and weak application (few
people traveled to the marketplace in ancient Athens because of the small, dirty streets; land in
India was not suitable for the treatment plants that were needed)
• Includes minimal information from documents 1, 4, and 7
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (pollution problems humans face: Ganges in
India is polluted; attempts to address the problem of pollution: Mexico City has issued
industrial cutbacks to lower air pollution through many smokestacks)
• Demonstrates a general plan of organization; includes an introduction that is a restatement of the
theme and a conclusion that states pollution has been a threat to us and our planet
Conclusion: Overall, the response fits the criteria for Level 1. An attempt is made to address all
aspects of the task; however, a minimal understanding is demonstrated. While a listing of limited
facts from the documents frames the basis of the discussion, explanations and supporting facts and
details would have strengthened the effort.
Global Hist. & Geo. Rating Guide – Aug. ’16 [68] Vol. 2
Anchor Paper – Document-Based Essay—Level 1 – B
Throughout history, humans have created waste and pollution.
Urbanization and industrialization have contributed to the pollution
of the land water and air. As this increases, humans are realizing that
they need to address these problems.
Pollution is creating many problems on a global scale. It has been
a problem for centuries, dating back to 800 AD. It caused disease to
spread (Doc 1). Athens was also filthy (Doc 2). The water that people
got from the rivers wasn’t clean (Doc 4). The government tried to
impose laws in England but weren’t successful (Doc 3). Also, attempts
made to protect the Ganges River were not successful either (Doc 5).
Anchor Level 1-B
The response:
• Minimally addresses all aspects of the task for problems humans face because of pollution
• Is descriptive (pollution problems humans face: pollution is creating problems on a global scale,
has been a problem for centuries, and caused disease to spread; water people got from rivers was
not clean; whether or not attempts have been successful: attempts to protect Ganges were not
successful); lacks understanding and application (pollution dates back to 800 A.D.)
• Includes minimal information from documents 1, 2, 4, and 5
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (pollution problems humans face: Athens was
filthy)
• Demonstrates a general plan of organization; includes an introduction that is a restatement of the
theme and lacks a conclusion
Conclusion: Overall, the response fits the criteria for Level 1. All aspects of the task are minimally
addressed with single statements from selected documents. Although the response is limited in
scope and lacks development, a narrow understanding of problems humans face because of
pollution is demonstrated.
Global Hist. & Geo. Rating Guide – Aug. ’16 [69] Vol. 2
Document-Based Essay—Practice Paper – A
Throughout history, regardless of the region, civilizations have
faced the problem of pollution. This is an issue which has only grown
in response to industrialization. While governments have recognized
the growing concern of environmental issues, efforts made to address
these issues have had varying success. In many cases governments
have learned from mistakes made, but new types of pollution require
new mechanisms to fix them, so even today, it is difficult to address
these issues.
In medieval times, the greatest source of pollution was improper
waste disposal. Products not sold at markets and animal wastes were
simply thrown into the streets. People did not have flush toilets or
garbage service so people “cleaned” by literally throwing waste out the
window. This caused many problems including diseases. People lived
surrounded by waste and filth. Hygiene Laws did little to change
people’s habits because the laws weren’t enforced so people didn’t follow
them. These laws were unsuccessful at addressing the issue of waste
disposal. (Document 3).
Several hundred years later, pollution is still an issue although the
nature of the contamination changed somewhat. In the 1800’s
drinking water wasn’t purified or cleaned properly so diseases were
spread through the water. Sewer systems not much better than during
medieval times caused the Thames River to become a cesspool. Dead fish
floated in the streams from which people drank and the factories
dumped their waste making the river not very clean. (Document 4a).
But London recognized this issue and attempted to fix it. The sewer
systems were improved and drinking water sources were cleaned. These
actions taken were successful as seen by how when a cholera outbreak
Global Hist. & Geo. Rating Guide – Aug. ’16 [70] Vol. 2
Document-Based Essay—Practice Paper – A
reached London, it did not affect the people as much as it had during
previous outbreaks. The rivers from which drinking water was taken
was cleaner than it had been in a long time. (Document 4b.)
While 1860’s London worked to successfully clean its water, not
all countries were able to address the issue of dirty drinking water as
affectively. The Ganges River in India is a sacred river, but had become
a source for water-borne illnesses due to pollution from industrial
waste and overpopulation. The government attempted to resolve the
problem with the Ganga Action Plan. This installed treatment plants
along the river. However, thes treatment systems weren’t created to be
used in the conditions which existed in India. Rather they were built
for places with stable electricity, no monsoons and where people don’t
drink directly from the river. Because India does not have these
required characteristics, the governments plan was largely
unsuccessful. (Document 5) The big problem is that people still depend
on the river for religious and agricultural purposes. Industries also
depend on the river and dump toxic waste there. This affects peoples
lives and jobs. If the river remains polluted this will be a huge problem.
In more current times a growing pollution concern is our factories
and industries and how emissions could affect the air. In Mexico City,
people were proud of the many smokestacks and their production. But
these smokestacks emit a lot of harmful substances into the air. This
causes ozone levels to rise. To address this the government would
restrict car use and industrial operations when ozone levels got to
high and they had to declare an emergency. Not only did this allow
the government to successfully deal with the air pollution, but it also
changed the ideology of those living in Mexico city, making them
Global Hist. & Geo. Rating Guide – Aug. ’16 [71] Vol. 2
Document-Based Essay—Practice Paper – A
recognize the negative impacts of the smokestacks. (Document 7)
However restricting car use and cutting back hours of industrial
operation is a temporary fix for the problem. A better long term
solution needs to be found.
With pollution continuing to be a growing concern. It is important
that governments and organizations handle the problem in effective
ways that are appropriate for the setting. People, governments and
organizations need to work together to find long term solutions to
pollution.
Global Hist. & Geo. Rating Guide – Aug. ’16 [72] Vol. 2
Document-Based Essay—Practice Paper – B
Pollution hurts the world population just as much as weapons do.
Humans have created waste and pollution throughout history.
Urbanization and Industrialization have contributed to the pollution
of the land, air, and water. As urbanization and industrialization
have increased, humans have tried to address problems of waste and
pollution through different means with various degrees of success.
Due to urbanization and industrialization, humans have faced
problems related to pollution and have tried to take action to fix these
problems. Examples of problems include the threat of disease, and
global warming. Some actions taken to attempt to fix these problems
include the creation of laws and the discoveries of new technological
advances.
Pollution has been a constant threat of human kind in history.
Pollution has led to the increased threat of disease throughout the
history of humans. In ancient history, people didn’t know what to do
with their waste when they lived in big cities. An example of this is in
ancient Athens (2). Athens was a huge city without an efficient
sewer system (2), which caused people to start dumping their waste in
the city streets (2). The streets were narrow and often filled with mud,
dust, and human waste. This same problem can be found in medevial
Europe, where they actually wore special shoes to walk over the waste in
the streets (3). To create shoes to walk in the dirty streets obviously
indicates the great amount of waste that could be found. Because of
these waste problems both of these places faced the looming threat of
disease. At that point in history, medical knowledge and treatments
for disease was limited. The diseases were deadly and could potentially
kill off entire populations. Hygiene and pollution had not yet been
Global Hist. & Geo. Rating Guide – Aug. ’16 [73] Vol. 2
Document-Based Essay—Practice Paper – B
linked to health and so diseases, like the plague, spread throughout
cities killing large numbers of people.
An environmental issue related to pollution today is Global
Warming. Due to all of the air pollution that has happened throughout
history, it has been scientifically proven that the world is getting
warmer. This air pollution has largely been caused by the burning of
fossil fuels. This has caused the ice caps to start to melt, sea levels to
rise, and changes in the weather leading to more drought, flooding,
hurricanes, mudslides, and forest fires. In the future, with agreements
such as the Kyoto Protocol, hopefully the countries will work together
to solve these problems.
In Mexico City, there was serious problem with air pollution caused
by overpopulation, industrialization, and congested highways. The
problems with air pollution were made worse because of Mexico City’s
altitude and use of old polluting cars so the government restricted the
use of cars and required a cut-back of operations from industries (7).
This step of recovery was sort of sucessful. It did the job temporarily
and people began to associate environmental problems with the use of
cars and industries. However, long term solutions have not been
sucessfully implemented.
India also tried to take a step towards solving the pollution crisis.
The Ganges River had become incredibly polluted with human and
industrial waste so India’s government launched the Gagna Action
Plan and built western style treatment plants to clean the water (5).
In theory this should have worked but unfortunately the attempt was
unsuccessfull because India didn’t have a stable enough electricity
supply necessary to run the plants (5). The river remains polluted and
Global Hist. & Geo. Rating Guide – Aug. ’16 [74] Vol. 2
Document-Based Essay—Practice Paper – B
many fear that if something else isn’t done then the river will become
unusable. This could force many people, businesses, and factories to
move as well as causing Hindus’ culture and religion to be harmed.
China also has a pollution problem. China has the largest
population in the world. It is also one of the most polluted places in the
world. When China was not industrialized pollution was less of a
problem. But after Mao Zedong died and Deng Xiaoping started the
Four Modernizations pollution skyrocketed. Businesses focused on
profit just like during the Industrial Revolution and the environment
was sacrificed. Today China wants to use more newly discovered
renewable energy (8). The Chinese government put in place a
Renewable Energy Law that aims to convert China to renewable
energy (8). However these new technologies are very expensive and
cannot currently sustain China’s large energy needs, so the goal of
China to be an environmentally clean country is still a long way off.
All throughout history and to this day, steps are being taken to
solve the problem of pollution. The goal is that hopefully someday we
will have no pollution and a clean; healthy earth.
Global Hist. & Geo. Rating Guide – Aug. ’16 [75] Vol. 2
Document-Based Essay—Practice Paper – C
Throughout history, humans have created waste and pollution.
Urbanization and Industrialization have contributed to the pollution
of the land, water, and air. As urbanization and Industrialization
have increased, humans have attempted to address the problems of
waste and pollution through different means with varying degrees of
success. Many different solutions have been addressed to try to
decrease the rate of pollution humans have created over the spand of
human life and industrialization.
As humans produce a problem for nature, pollution, they also create
a problem for theirselves, illness and disease. An example, the Ganges
River, was massively polluted due too dumping of waste, has created
water-borne illnesses for the people of India. Another example of water-
borne illness due to pollution is when cholera, returned to Europe in
1865. Pollution was also cause in air, such as in Document 7, where,
Mexico City expirience a dangerous ozone level due to the pollution of
cars and factory Smokestacks.
During these times of pollution, humans, have also advised ways to
prevent or lessen the problem at hand. In India, the Ganges River, the
people thought a plan to add sewage plants along the river to reduce
waste production. Even though the plan was unsuccessful, they still
addressed the situation. And in Europe when drinking water was
polluted and cholera was introduced. They addressed it by cleaning
drinking water supplies to make it less dangerous. And also in
Mexico city, to reduce air pollution when ozone level was dangerous.
They would limit the use of vehicles and they would cut back factory
time to reduce smokestack emissions.
Through out history, humans have produced waste and pollution.
Global Hist. & Geo. Rating Guide – Aug. ’16 [76] Vol. 2
Document-Based Essay—Practice Paper – C
All over the world, from, India, the Ganges River, to Mexico City, with
dangerous ozone levels reached. These pollution factors were introduced
as industrialization and urbanization increased. As they grew worse
humans began to find ways to enhance the environment to lessen the
pollution. Some of the ideas addressed were successful as well as some
were not successful.
Global Hist. & Geo. Rating Guide – Aug. ’16 [77] Vol. 2
Document-Based Essay—Practice Paper – D
Throughout history, humans have created waste and pollution.
Having pollution and waste can cause a lot of problems as shown in
documents one, three, six, seven, and eight. After people had realized
there was a lot of pollution they made attempts to reduce it but not all
attempts have been successful.
Many things can cause pollution in many places. In document
one it states a lot of pollution was caused by the industrial revolution.
In document three it says sewage and animal cadavors were thrown
into the river, butchers let slaughtered animals blood flow into the
gutters, and unsold fish from shops were thrown in the street at the
end of each day. A lot of companies dump waste into the rivers and
chemical runoff from farms also flow into the rivers as shown in
document six. The air is also polluted by cars and factories as stated
in document seven.
Pollution can cause people problems. It can cause disease. In
document eight it also says it can cause Global warming, air
pollution, and acid rain.
There have been attempts to decrease pollution. People have become
more strict about throwing garbage everywhere. People have worked at
improving sewer systems, cleaning up drinking water supplies, and
collecting and desposing of refuse. Although that could not always be
done because there are other pollutions like chemicals from farms
running off into water.
Waste and pollution can cause disease. Many people have tried to
reduce the amount but not all have been succesful.
Global Hist. & Geo. Rating Guide – Aug. ’16 [78] Vol. 2
Document-Based Essay—Practice Paper – E
Waste and pollution have been continuously made by humans
throughout history. As urbanization and industrialization have
increased, the main contributors to land, water and air pollution,
humans have often tried to resolve the problems of waste and pollution
with many different ideas, some successful, others not so much.
Many of the problems humans face due to pollution are similar. In
Ancient Athens, alleys were covered in mud and dust and waste
water. The city lacked an efficient sewer system and lacked regular
scavengers to help decrease the issue of accumulated filth and the
spread of disease (doc. 2). Ancient Athens was a city that thrived and
experienced architectural advancements and a Golden age and wealth
and so if this was an issue in Ancient Athens other less prosperous
city states probably had it worse. (O.I.) In European medieval cities,
unsanitary conditions were caused by pollution when sewage and
animal cadavers were thrown into rivers and the blood of slaughtered
animals flowed into the gutters (Doc. 3). Cities during the Middle
Ages were not planned so they lacked sewage and garbage removal
systems. The threat of disease and illness had often been a problem in
the Middle Ages and is still a common fear and issue people face due
to pollution in modern times. In the Ganges River region, the river is
now sick with water-borne illnesses like cholera occurring (Doc. 5).
Cholera, a disease spread through contaminated water was also a
problem for many of those living in London in the 1800s (Doc. 4b).
Industrial London had overcrowding and factories, both of which led
to polluted water supplies. The same laissez-faire policies that allowed
for industrial growth in England helped cause industrial pollution
and poor living conditions in their cities. Lastly a major cause of
Global Hist. & Geo. Rating Guide – Aug. ’16 [79] Vol. 2
Document-Based Essay—Practice Paper – E
pollution in Mexico City is from the congested highways and a
landscape filled with smokestacks (Doc. 7). Part of the reason is
because urbanization or the movement of large groups of people to
cities is becoming common and causes overpopulation and many cars
which contributes to the air pollution.
There have been many many unsuccessful and successful efforts
related to pollution as well, that shows people are willing to try to
improve the environment and make a change. In European medieval
cities, municipal hygiene laws didn’t do much to prevent the
unhealthy practices from ocurring. Some citizens who wore clogs to
stay above the muck when they were sweeping up the refuse often had
to compete with free-roaming pigs that rooted in the garbage (Doc. 3).
During medieval times, other local laws that led to better garbage
disposal and disposal of dead bodies during the bubonic plague were
more successful (OI). In London in the 1800’1s, improvements were
made to sewer systems, drinking water supplies and the collection and
disposal of refuse all were made to help eliminate the fatal disease of
cholera (Doc 4b). These were successful attempts made by the people
and their government. However the treatment of pollution in Lake
Maracaibo, Venezuela was not successful because the pipes put in the
lake became old and rusty, and were leaking oil that washed up on the
Lake’s shore harming the environment and species living in it in the
year of 2010 (Doc 6). Lastly in India, the government tried to address
the problems of pollution in the ganges river by installing western-
style treatment plants which did not meet the needs of the region. The
ganges is known as their sacred holy river that cleanses Hindus from
their sins (they bathe in it and drink from its untreated waters) and
Global Hist. & Geo. Rating Guide – Aug. ’16 [80] Vol. 2
Document-Based Essay—Practice Paper – E
is crucial to their daily lives (O.I.). Also these treatment facilities are
designed to be used in countries where the supply of electricity is
stable, there is no season of intense monsoon rains and the population
doesn’t drink directly from the water source (Doc. 5).
It is made evident that pollution, whether it be land, water or air is
a severe issue that can really be a danger to both humans, the
environment and species, and should be decreasing more and more
due to the attempts by the people who therefore would like to see a change.
Global Hist. & Geo. Rating Guide – Aug. ’16 [81] Vol. 2
Practice Paper A—Score Level 3
The response:
• Develops all aspects of the task with some depth for problems humans face because of pollution
• Is more descriptive than analytical (pollution problems humans face: in medieval times greatest
source of pollution was improper waste disposal; people did not have flush toilets or garbage
service so people “cleaned” by literally throwing waste out the window; in 1800s drinking water
not purified or cleaned properly so diseases spread through water; sewer systems not much
better than during medieval times so Thames became a cesspool; Ganges sacred river in India
became a source for water-borne illnesses due to pollution from industrial waste and
overpopulation; smokestacks in Mexico City emit harmful substances into air causing ozone
levels to rise; whether or not attempts have been successful: medieval hygiene laws did little to
change people’s habits because laws not enforced; sewer systems in London improved and
drinking water sources cleaned; attempts successful because when cholera reached London it
did not affect people as much as during previous outbreaks; efforts changed ideology in Mexico
City causing inhabitants to recognize negative impact of smokestacks; restrictions by Mexico
City are temporary fixes to problem)
• Incorporates some relevant information from documents 3, 4a, 4b, 5, and 7
• Incorporates limited relevant outside information (pollution problems humans face: big problem
in India is people still depend on river for agricultural purposes; industries dumping toxic waste
in Ganges affects people’s lives and jobs)
• Includes some relevant facts, examples, and details (pollution problems humans face: dead fish
floated in streams from which people drank; factories dumped waste into river; people in
Mexico City proud of many smokestacks and their production; attempts to address the problem
of pollution: treatment plants installed along river in Ganga Action Plan; government of Mexico
City restricted car use and industrial operations when ozone levels too high; whether or not
attempts have been successful: treatment plants built in India for places with stable electricity,
no monsoons, and places where people do not drink directly from river largely unsuccessful)
• Demonstrates a satisfactory plan of organization; includes an introduction that discusses in
many cases governments have learned from mistakes but new types of pollution require new
mechanisms to fix them and a conclusion that states with pollution continuing to be a growing
concern, it is important that government organizations handle the problems in effective ways
Conclusion: Overall, the response fits the criteria for Level 3. A chronological discussion of
specific case studies demonstrates a good understanding of the impact pollution has on many
cultures. Some scattered analytic and comparative statements and limited relevant outside
information about attempts to address pollution problems are included but lack of development
weakens the effort.
Global Hist. & Geo. Rating Guide – Aug. ’16 [82] Vol. 2
Practice Paper B—Score Level 4
The response:
• Develops all aspects of the task for problems humans face because of pollution
• Is both descriptive and analytical (pollution problems humans face: ancient Athens a huge city
without an efficient sewer system; streets of ancient Athens narrow and often filled with mud,
dust, and human waste; Ganges incredibly polluted with human and industrial waste; people of
India still facing pollution of Ganges and many fear if something not done river will be
unusable; China one of largest populations in world and also one of most polluted places in
world; attempts to address the problem of pollution: Mexican government restricted use of cars
and required cut-back of operation from industries; whether or not attempts have been
successful: attempts by Mexico City did job temporarily and people began to associate
environmental problems with use of cars and industries; long-term solutions not successfully
implemented for Mexico City; new renewable energy technologies very expensive and cannot
currently sustain China’s large energy needs)
• Incorporates relevant information from documents 2, 3, 4, 5, 7, and 8
• Incorporates relevant outside information (pollution problems humans face: medical knowledge
and treatments for disease limited in early history; hygiene and pollution not linked to health
and so diseases, like plague, spread killing large numbers of people; scientifically proven that
world getting warmer and global warming happening; air pollution largely caused by burning of
fossil fuels causing ice caps to melt, sea levels to rise, and changes in weather; problems in
Mexico City made worse because of city’s altitude; after Deng Xiaoping started Four
Modernizations pollution skyrocketed; businesses focus on profit just like during Industrial
Revolution and environment sacrificed; attempts to address the problem of pollution: with
agreements such as Kyoto Protocol hopefully world will solve these problems)
• Supports the theme with relevant facts, examples, and details (pollution problems humans face:
Mexico air pollution caused by industrialization and congested highways; attempts to address
the problem of pollution: in medieval Europe people wore special shoes to walk over waste in
streets; India launched Ganga Action Plan and built western-style treatment plants to clean
water; China put in place Renewable Energy Law; whether or not attempts have been
successful: goal of China being environmentally clean still a long way off)
• Demonstrates a logical and clear plan of organization; includes an introduction that states
pollution hurts the world’s population as much as weapons do and a brief conclusion that states
hopefully someday we will have no pollution and a clean healthy earth
Conclusion: Overall, the response fits the criteria for Level 4. A good understanding of the task is
demonstrated with a presentation of ideas that are logically connected and supported with accurate
facts and details. While a few well-placed analytic statements enhance the response, additional
relevant outside information, especially concerning attempts to address problems related to
pollution, would have strengthened the response.
Global Hist. & Geo. Rating Guide – Aug. ’16 [83] Vol. 2
Practice Paper C—Score Level 2
The response:
• Minimally develops all aspects of the task for problems humans face because of pollution
• Is primarily descriptive (pollution problems humans face: pollution not only produces a problem
for nature but also creates a problem for humans; Ganges was massively polluted due to
dumping of waste and has led to water-borne illnesses for people of India; Mexico City
experiences dangerous ozone levels as result of pollution from cars and factory smokestacks;
attempts to address the problem of pollution: Europe cleaned drinking water supplies to make it
less dangerous; Mexico City tried to reduce air pollution when ozone levels dangerous; whether
or not attempts have been successful: in India plan to add sewage plants along Ganges to reduce
waste production was unsuccessful)
• Incorporates limited relevant information from documents 4, 5, and 7
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (pollution problems humans face: illness and
disease created by pollution; cholera returned to Europe in 1865; attempts to address the
problem of pollution: in Mexico City use of vehicles was limited and factory time cut back to
reduce smokestack emissions)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that are
a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 2. Single statements of relevant
document information are employed to present problems humans face because of pollution.
Although interpretation of document information for attempts to address problems related to
pollution is simplistic, it demonstrates a basic understanding of the task.
Global Hist. & Geo. Rating Guide – Aug. ’16 [84] Vol. 2
Practice Paper D—Score Level 1
The response:
• Minimally addresses some aspects of the task for problems humans face because of pollution
• Is descriptive (pollution problems humans face: many things can cause pollution in many
places; a lot of pollution was caused by the Industrial Revolution; butchers let the blood of
slaughtered animals flow into gutters; many companies dump waste into rivers; chemical runoff
from farms flows into rivers; pollution can cause disease, global warming, and acid rain;
attempts to address the problem of pollution: people have become more strict about throwing
garbage everywhere)
• Includes minimal information from documents 1, 3, 6, 7, and 8
• Presents no relevant outside information
• Includes few relevant facts, examples, and details (pollution problems humans face: sewage and
animal cadavers thrown into the river; unsold fish from shops thrown into street at end of each
day; air polluted by cars and factories; attempts to address the problem of pollution: people have
worked at improving sewer systems, cleaning up drinking water supplies, and collecting and
disposing of refuse)
• Demonstrates a general plan of organization; includes an introduction and a conclusion that are
a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 1. The response demonstrates a limited
understanding of the task. Brief statements of document information address problems humans face
because of pollution and a few simplistic generalizations refer to attempts to address problems
related to pollution.
Global Hist. & Geo. Rating Guide – Aug. ’16 [85] Vol. 2
Practice Paper E—Score Level 3
The response:
• Develops most aspects of the task with some depth for problems humans face because of
pollution
• Is more descriptive than analytical (pollution problems humans face: ancient Athens lacked
efficient sewer system and regular scavengers to decrease accumulated filth; industrial London
had overcrowding and factories that led to polluted water supplies; congested highways and a
landscape filled with smokestacks a major cause of pollution in Mexico City; urbanization
becoming common and causing overpopulation and many cars which contribute to air pollution;
attempts to address the problem of pollution: some citizens who wore clogs to stay above muck
when sweeping up refuse; in London improvements were made to sewer systems, drinking
water supplies, and collection and disposal of refuse to help eliminate cholera; whether or not
attempts have been successful: in European medieval cities municipal hygiene laws did not do
much to prevent unhealthy practices from occurring; western-style treatment plants in India did
not meet needs of region); includes faulty and weak application (treatment of pollution in Lake
Maracaibo, Venezuela not successful because pipes put in lake were old, rusty, and leaking oil)
• Incorporates some relevant information from documents 2, 3, 4, 5, and 7
• Incorporates limited relevant outside information (pollution problems humans face: cities during
Middle Ages not planned so lacked sewage and garbage removal systems; same laissez-faire
policies that allowed for industrial growth in England helped cause industrial pollution and poor
living conditions; Hindus bathe in Ganges and drink from its untreated waters; whether or not
attempts have been successful: local laws that led to better garbage disposal and disposal of dead
bodies during the bubonic plague more successful)
• Includes some relevant facts, examples, and details (pollution problems humans face: in ancient
Athens alleys covered in mud and dust as well as waste water; sewage and animal cadavers
thrown into rivers in Middle Ages; blood of slaughtered animals flowed into gutters in Middle
Ages; Ganges sick with water-borne illnesses; cholera spread through contaminated water;
attempts to address the problem of pollution: treatment facilities on Ganges designed to be used
in countries where supply of electricity stable, no season of intense monsoon rains, and
population does not drink directly from water source)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that
are a restatement of the theme
Conclusion: Overall, the response fits the criteria for Level 3. The response relies on
generalizations and descriptive statements from the documents to frame the discussion and supports
them with some outside information and a few well-placed analytic statements. Although facts,
examples, and details are accurate, lack of development and explanation weaken the effort.
Global Hist. & Geo. Rating Guide – Aug. ’16 [86] Vol. 2
Global History and Geography Specifications
August 2016
Part I
Multiple-Choice Questions by Standard
Standard Question Numbers
1—United States and New York History N/A
2—World History 2, 5, 9, 10, 13, 15, 16, 17, 22, 23, 29, 30, 32, 33, 35, 39, 40, 42, 43, 44, 46, 48, 49, 50
3—Geography 1, 4, 6, 7, 12, 14, 18, 20, 25, 28, 31, 37, 38, 41, 47
4—Economics 8, 11, 19, 26, 27, 36, 45
5—Civics, Citizenship, and Government 3, 21, 24, 34
Parts II and III by Theme and Standard
Theme Standards
Thematic Essay Belief Systems
Standards 2, 3, 4, and 5: World History; Geography; Economics; Civics, Citizenship, and Government
Document-based Essay
Environment and Society; Science and Technology; Urbanization; Conflict; Human and Physical Geography; Movement of People and Goods
Standards 2, 3, 4, and 5: World History; Geography; Economics; Civics, Citizenship, and Government
Scoring information for Part I and Part II is found in Volume 1 of the Rating Guide.
Scoring information for Part III is found in Volume 2 of the Rating Guide.
Global Hist. & Geo. Rating Guide – Aug. ’16 [87] Vol. 2
Submitting Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the testdevelopment process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and tomake suggestions. Instructions for completing the evaluation form are as follows:
1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
The Chart for Determining the Final Examination Score for the August 2016Regents Examination in Global History and Geography will be posted on theDepartment’s web site at: http://www.p12.nysed.gov/assessment/ on the day ofthe examination. Conversion charts provided for the previous administrationsof the Global History and Geography examination must NOT be used to determine students’ final scores for this administration.
Global History and Geography Conversion Chart - Aug. '16 1 of 1
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 100 0 2 4 7 10 13 16 20 24 28 31 33 35 39 44 48 52 55 59 63 67 71 751 1 3 5 8 11 14 17 21 25 29 33 34 37 41 45 49 53 57 61 65 68 72 762 1 3 6 9 12 15 19 22 26 30 34 35 38 42 46 50 54 58 62 66 70 73 773 2 4 7 10 13 16 20 24 28 31 35 36 39 44 48 52 55 59 63 67 71 75 784 3 5 8 11 14 17 21 25 29 33 37 37 41 45 49 53 57 61 65 68 72 76 805 3 6 9 12 15 19 22 26 30 34 38 38 42 46 50 54 58 62 66 70 73 77 816 4 7 10 13 16 20 24 28 31 35 39 39 44 48 52 55 59 63 67 71 75 78 827 5 8 11 14 17 21 25 29 33 37 41 40 45 49 53 57 61 65 68 72 76 80 838 6 9 12 15 19 22 26 30 34 38 42 41 46 50 54 58 62 66 70 73 77 81 849 7 10 13 16 20 24 28 31 35 39 44 42 48 52 55 59 63 67 71 75 78 82 8510 8 11 14 17 21 25 29 33 37 41 45 43 49 53 57 61 65 68 72 76 80 83 8711 9 12 15 19 22 26 30 34 38 42 46 44 50 54 58 62 66 70 73 77 81 84 8812 10 13 16 20 24 28 31 35 39 44 48 45 52 55 59 63 67 71 75 78 82 85 8913 11 14 17 21 25 29 33 37 41 45 49 46 53 57 61 65 68 72 76 80 83 87 9014 12 15 19 22 26 30 34 38 42 46 50 47 54 58 62 66 70 73 77 81 84 88 9115 13 16 20 24 28 31 35 39 44 48 52 48 55 59 63 67 71 75 78 82 85 89 9216 14 17 21 25 29 33 37 41 45 49 53 49 57 61 65 68 72 76 80 83 87 90 9317 15 19 22 26 30 34 38 42 46 50 54 50 58 62 66 70 73 77 81 84 88 91 9418 16 20 24 28 31 35 39 44 48 52 55 51 59 63 67 71 75 78 82 85 89 92 9519 17 21 25 29 33 37 41 45 49 53 57 52 61 65 68 72 76 80 83 87 90 93 9520 19 22 26 30 34 38 42 46 50 54 58 53 62 66 70 73 77 81 84 88 91 94 9621 20 24 28 31 35 39 44 48 52 55 59 54 63 67 71 75 78 82 85 89 92 95 9722 21 25 29 33 37 41 45 49 53 57 61 55 65 68 72 76 80 83 87 90 93 95 9723 22 26 30 34 38 42 46 50 54 58 62 56 66 70 73 77 81 84 88 91 94 96 9724 24 28 31 35 39 44 48 52 55 59 63 57 67 71 75 78 82 85 89 92 95 97 9825 25 29 33 37 41 45 49 53 57 61 65 58 68 72 76 80 83 87 90 93 95 97 9826 26 30 34 38 42 46 50 54 58 62 66 59 70 73 77 81 84 88 91 94 96 97 9827 28 31 35 39 44 48 52 55 59 63 67 60 71 75 78 82 85 89 92 95 97 98 9928 29 33 37 41 45 49 53 57 61 65 68 61 72 76 80 83 87 90 93 95 97 98 9929 30 34 38 42 46 50 54 58 62 66 70 62 73 77 81 84 88 91 94 96 97 98 9930 31 35 39 44 48 52 55 59 63 67 71 63 75 78 82 85 89 92 95 97 98 99 9931 33 37 41 45 49 53 57 61 65 68 72 64 76 80 83 87 90 93 95 97 98 99 10032 34 38 42 46 50 54 58 62 66 70 73
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The State Education Department / The University of the State of New York
Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores)Regents Examination in Global History and Geography – August 2016
Total Essay Score Total Essay Score
To determine the student’s final score, locate the student’s total essay score across the top of the chart and the total Part I and Part IIIA scoredown the side of the chart. The point where those two scores intersect is the student’s final examination score. For example, a studentreceiving a total essay score of 6 and a total Part I and Part IIIA score of 49 would receive a final examination score of 80.