VOLUME 12 FOR TEACHERS ONLY OF MC & THEMATIC REGENTS HIGH SCHOOL EXAMINATION Global History and Geography August 17, 2010 GLOBAL HISTORY AND GEOGRAPHY Cut Here The University of the State of New York Part I Copyright 2010 THE STATE EDUCATION DEPARTMENT Albany, New York 12234 34. 4 10… 3. 35. 4. 37… 2… 13. 4 38. 4. 14… 2. 39… 3 15… 2. 16… 1. 17… 3. 42… 3… 18… 2… 43. I 33… 3. 12… 2… General: ??? Test Specifications ??? Web addresses for the test-specific conversion chart and teacher evaluation forms 32… 1.
For Part II (thematic) essay: ??? A content-specific rubric ?? Prescored answer papers. Score levels 5 and 1 have two papers each, and score to low. ??? Commentary explaining the specific score awarded to each paper ??? Five prescored practice papers 31. For Part I (Multiple-Choice Questions): ??? Scoring Key 30… 3… Contents of the Rating Guide 29… 2. Updated information regarding the rating of this examination may be posted on the New York State Education Department’s web site during the rating period. Visit the site http://www. msc. nysed. gov/osa/ and select the link “Scoring Information” for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and at least one more time before the final scores for the examination are recorded. 28. SCORING KEY FOR PART I AND RATING GUIDE FOR PART II (THEMATIC ESSAY) 27… Tuesday, August 17, 2010 ??” 26… 3… 12:30 to 3:30 p. m. , only 20… 3. 45. ??? 46.. 2… 22. 3 or C. 23… 2 48… 2 24… 1. 49… 2. 25… 1. 50. .. 3.
GLOBAL HISTORY and GEOGRAPHY Mechanics of Rating The following procedures are to be used in rating papers for this examination. More detailed directions for the organization of the rating process and procedures for ating the examination are included in the Information Booklet for Scoring the Regents Examination in Global History and Geography and United States History and Government. Scoring the Part I Multiple-Choice Questions On the detachable answer sheet, indicate by means of a checkmark each incorrect or omitted answer to multiple-choice questions; do not place a checkmark beside a correct answer.
Use only red ink or red pencil. In the box provided on the answer sheet, record the number of questions the student answered correctly in Part l. 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 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. . , 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 on the rating sheet provided, not directly on the student’s essay or answer sheet.
The rater should not correct the student’s work by making insertions or changes of any kind. (3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that differ by more than one point. Global History and Geography Content-specific Rubric Thematic Essay August 2010 Theme: Nationalism Throughout history, nationalist movements have begun in different countries and regions with the hope of achieving either unification or independence. The results of these movements have been mixed.
Task: Select one country or region and ??? Describe the historical circumstances that led the people of this country or region to begin a nationalist movement ??? Describe a goal of the nationalist movement ??? Discuss a method used to achieve this goal ??? Discuss the results of this nationalist movement on this country or region You may use any country or region from your study of global history. Some suggestions you might wish to consider include Germany, Kenya, India, China, Latin America, the Balkans, and the Middle East. Do not use a nationalist movement in the British North American colonies or the United States in your response.
Scoring Notes: 1 . This thematic essay has a minimum of five components (the historical circumstances that led to the nationalist movement in a specific country or region, a goal of the movement, a method used to achieve this goal, and at least two results of immediate or long term. 3. As is the case with many historical topics, the nature and esults of a nationalist movement is subject to point of view. The response may discuss a nationalist movement from a variety of perspectives as long as the position taken is supported by accurate historical facts and examples. 4.
Only one country or one region may be discussed in the response. If more than one country or one region is discussed, only the first country or region discussed may be rated. Score of 5: ??? Thoroughly develops all aspects of the task evenly and in depth by discussing the historical circumstances that led the people of a country or region to begin a ationalist movement, the goal of that movement, a method used to achieve that goal, and at least two results of this nationalist movement on the country or region. ??? Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e. g. Germany: connects the impact of the French Revolution and the Napoleonic Era to the growth of nationalism, contrasting the goal of national unity as seen by the Prussian leadership with the goal of liberal nationalists, discussing Bismarck’s conduct of foreign policy in the 1860s and the issue of whether the nification of Germany meant one people united under one government or the preservation and expansion of traditional Prussian autocracy, and discussing militarism as it relates to the manner in which France was treated in 1871 and the desire for French revenge that led up to World War I ??? Richly supports the theme with relevant facts, examples, and details, e. g. Germany: Zollverein; Frankfurt Assembly; revolutions of 1830 and 1848; Hohenzollern; Prussia; Junkers; Wilhelm l; realpolitik; blood and iron; Schleswig-Holstein; Seven Weeks War; Ems Dispatch; Franco-Prussian War; German Empire ??? 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 some aspects of the task more thoroughly than the other aspects of the task ??? Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e. g. Germany: discusses the increasing popularity of nationalism throughout Europe in the early 1800s, especially the desire for a nation-state??”one eople under one government, relating how earlier nationalist revolutions failed to achieve a united Germany, how Bismarck unified Germany using intrigue and war, and how Germany came to be identified as Europe’s predominant military power, including the emergence of Germany as an industrial power ??? Supports the theme with relevant facts, examples, and details ??? Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Note: At score levels 5 and 4, all five components of the task should be developed. Holistic Scoring Reminder: This note applies only to the evaluation of bullet 1 of the rubric. ?? Develops all aspects of the task in little depth or develops some aspects of the task in some depth ??? Is more descriptive than analytical (applies, may analyze, and/or evaluates information) ??? Includes some relevant facts, examples, and details; may include some minor inaccuracies ??? Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a restatement of the theme Score of 2: ??? Minimally develops all aspects of the task or develops some aspects of the task in ittle 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 eakness 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 O: 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 ognitive 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.
Anchor Paper – Thematic Essay??”Level 5 – A [7] The response: ??? Thoroughly develops all aspects of the task evenly and in depth by discussing historical circumstances that led people of Germany to begin a nationalist movement, goal of this movement, a method used to achieve this goal, and results of this nationalist movement during and following the unification of Germany in the 19th century ??? Is more analytical than descriptive (nationalism arose when certain individuals felt Germany would be stronger if combined in powerful union; first attempt at uniting when the German Parliament offered the Prussian king the throne of a united Germany; after seeing success when German states united under Prussia in customs union, Bismarck envisioned a completely united Germany under Prussia’s leadership;
Bismarck took matters into his own hands, defied Parliament’s orders, and went ahead expanding and training the army; united with Austria over issue of Schleswig- Holstein; goaded Austria into war to prove Prussia was the strongest German state; Prussia defeated France in the Franco-Prussian War to Join south and north and create a completely united Germany; as a result of German nationalist unification movement, Germany emerged as Europe’s most powerful and dominant state, boasting a thriving economy and ferocious military; increasing power and future nationalist groups became one of the causes of World War l; created a powerful nited Germany but would ultimately disrupt European balance of power) ??? Richly supports the theme with relevant facts, examples, and details (Congress of Vienna; loosely united German Confederation led by Austria; Frankfurt Assembly; Prussian nobility; Zollverein; blood and iron; Schleswig-Holstein; Denmark; North German Confederation; Ems Dispatch); includes a minor inaccuracy (king of France instead of emperor) ??? Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Conclusion: The response fits the criteria for Level 5. Numerous examples demonstrate the manner in which Bismarck transformed Prussia geographically and politically into a European great power. A high level of analysis is evident throughout, especially in the conclusion which builds on the specific stages and results of German unification to offer insight on the portent of these events.
Anchor Paper – Thematic Essay??”Level 5 – B [10] historical circumstances for the nationalist movement in India, a goal, a method used to achieve this goal, and the results leading to Indian independence ??? Is more analytical than descriptive (British expanded their colonization of India after hey defeated France during the Seven Years’ War; British established a monopoly on one of India’s most valuable resources: cotton; during World War l, many of India’s educated elite and the Indian National Congress hoped support for war would result in political and economic freedom; British tightened control through restricted public assembly and detention of critics; massacre at Amritsar meant an end for support for gradual independence and many wanted immediate independence; Gandhi encouraged nationalism among all Indians, both the Hindu majority and the Muslim minority; after World War II, Great Britain freed India; nationalist movement uccessful but Gandhi’s goal of a united India was unfulfilled; Ali Jinnah and Muslim League worked for Indian independence but the goal had been separate Muslim state; religious tensions resulted in violence between Hindus and Muslims; mistrust between India and Pakistan continues to affect relations today; two nationalist movements were going on at same time, one to end British rule and the other resulting in division based on religious identity) ??? Richly supports the theme with relevant facts, examples, and details (British colonization; monopoly; mercantilist relationship; British East India Company; Indian National Congress; Rowlatt Acts; General Dyer; nonviolent approach to revolution; Salt March; boycotts; protests; 1947) Conclusion: Overall, the response fits the criteria for Level 5. The response features strong characterization of how 19th- and 20th-century circumstances and events shaped India’s nationalist movement. Recognition of the unique value of Gandhi’s philosophy of revolution in achieving independence is contrasted with the limitations of a movement that had multiple dimensions and goals.
Anchor Paper – Thematic Essay??”Level 4 – A [12] [13] ??? Develops all aspects of the task but does so somewhat unevenly by discussing a ethod used to achieve a goal of the nationalist movement in Iran in less depth than the historical circumstances, a goal, and results of this movement ??? Is both descriptive and analytical (in the waning days of European dominance, a new force drove countries around world to strive for independence; nationalism was both a uniter of peoples and a divider of empires; European control, both direct and indirect, led to a united front against this control in Iran; even though greatly influenced by the Age of Imperialism, technically, Persia (Iran) was never “ruled” by Europe; like Thailand in Southeast Asia, Persia served as buffer zone between imperialist powers; Mohammed Reza Pahlavi became an ally of the West, especially the United States; by the 1970s, the Shah had converted oil wealth into a powerful military and an extravagant lifestyle; nationalist unity was channeled by fundamentalist revolutionaries; return to Islamic nation that ruled itself and rejected foreign infidel power; many changes for the “new’ Iran; women were stripped of most of the few rights they had and were forced under the veil, both in dress and in living;
Saddam Hussein saw revolution as chance to attack Iran; war strengthened Ayatollah’s national movement by uniting Iran against an aggressive neighbor) ??? Supports the theme with relevant facts, examples, and details (Gandhi; Chiang Kai- shek; Kenyatta; Russian interests in central Asia; Britain’s control of the Middle East; spheres of influence; secret police; Ayatollah Khomeini; “republic”; American hostages) ??? Demonstrates a logical and clear plan of organization; includes an introduction that suggests likenesses that apply to Iran’s and other nationalist movements and a conclusion that is a brief restatement of the theme Conclusion: The response fits the criteria for Level 4. While some ideas are not fully developed, the response very effectively employs analogies and applies details in discussing the unique nature of the Iranian revolution as a nationalist movement. Major changes brought about by the establishment of an Islamic state in Iran are well detailed. [14] Anchor Paper – Thematic Essay??”Level 4 – B [16] Anchor Level 4-8 ??? Develops all aspects of the task but does so somewhat unevenly by discussing the historical circumstances of a nationalist movement in Germany before and during
