Revised Prototypes for Global History and Geography II Regents

REVISED

PROTOTYPES FOR

GLOBAL HISTORY AND GEOGRAPHY II

REGENTS EXAM

DRAFT

DRAFT May 2016/REVISED January 2018

DRAFT PROTOTYPES FOR

GLOBAL HISTORY AND GEOGRAPHY REGENTS EXAM

PART 1—STIMULUS-BASED MULTIPLE-CHOICE QUESTIONS

Updated with Revised Task Models

MCQ SET #1

“…Nor is there liberty if the power of judging is not separate from legislative power and from

executive power. If it were jointed to legislative power, the power over the life and liberty of the

citizens would be arbitrary, for the judge would be the legislator. If it were joined to executive

power, the judge could have the force of an oppressor…”

Source: Montesquieu, The Spirit of the Laws

1. Which principle is best supported by this excerpt?

1. Separation of Powers

2. Divine Right

DRAFT: Updated 2018

3. Universal Suffrage

4. Self Determination

Task Model

1: Students are given stimuli and asked to evaluate and classify

(identify) best use.

Framework

Reference

10.2a: Enlightenment thinkers developed political philosophies based

on natural laws, which included the concepts of social contract, consent

of the governed, and the rights of citizens.

➢ Students will examine at least three Enlightenment thinkers,

including John Locke, Baron de Montesquieu, and Jean-Jacques

Rousseau, and key ideas from their written works.

DRAFT May 2016/REVISED January 2018

2. Which group’s ideas are best represented by this excerpt?

1. Enlightenment philosophers

2. Absolute Monarchs

3. Communists

4. Missionaries

Task Model

2: Students are given a stimulus and asked to identify point of view,

purpose, context, bias, format of source, location of source in time

and/or place, and/or intended audience of sources using background

knowledge.

Framework

Reference

10.2a: Enlightenment thinkers developed political philosophies based

on natural laws, which included the concepts of social contract,

consent of the governed, and the rights of citizens.

➢ Students will examine at least three Enlightenment thinkers,

including John Locke, Baron de Montesquieu, and Jean-Jacques

Rousseau, and key ideas from their written works.

DRAFT: Updated 2018

DRAFT May 2016/REVISED January 2018

MCQ SET #2

3. In this cartoon, the Chinese are reacting to the process of

1. imperialism

2. industrialization

DRAFT: Updated 2018

3. collectivization

4. unification

Task Model

7: Students are given a stimulus and identify a central cause of the

described phenomenon.

Framework

Reference

10.4a: European industrialized states and Japan sought to play a

dominant role in the world and to control natural resources for political,

economic, and cultural reasons.

➢ Students will trace how imperial powers politically and economically

controlled territories and people, including direct and indirect rule in

Africa (South Africa, Congo, and one other territory), India,

Indochina, and spheres of influence in China.

DRAFT May 2016/REVISED January 2018

4. Which statement best represents a reason Japan is seated at the table in this cartoon?

1. The Meiji Restoration industrialized Japan.

2. The Tokugawa Shogunate centralized Japan’s government.

3. Japan was invited as an ally of China.

4. Japan had become militarily stronger than most European powers

Task Model

7: Students are given a stimulus and identify a central cause of the

described phenomenon.

Framework

Reference

10.3c: Shifts in population from rural to urban areas led to social

changes in class structure, family structure, and the daily lives of people.

➢ Students will investigate the social, political, and economic

impacts of industrialization in Victorian England and Meiji

Japan and compare and contrast them.

10.4a: European industrialized states and Japan sought to play a

dominant role in the world and to control natural resources for political,

economic, and cultural reasons.

➢ Students will trace how imperial powers politically and

economically controlled territories and people, including direct

and indirect rule in Africa (South Africa, Congo, and one other

territory), India, Indochina, and spheres of influence in China.

10.4b: Those who faced being colonized engaged in varying forms of

resistance and adaptation to colonial rule with varying degrees of

success.

➢ Students will investigate how Japan reacted to the threat of

Western imperialism in Asia.

DRAFT: Updated 2018

DRAFT May 2016/REVISED January 2018

MCQ SET #3

Source: Encyclopedia Britannica Kids (adapted)

5. A historian could best use this map to study which topic?

1. imperialism

2. détente

3. the transatlantic Slave Trade

4. United Nations membership

DRAFT: Updated 2018

Task Model

1: Students are given stimuli and asked to evaluate and classify

(identify) best use.

Framework

Reference

10.4a: European industrialized states and Japan sought to play a

dominant role in the world and to control natural resources for

political, economic, and cultural reasons.

➢ Students will trace how imperial powers politically and

economically controlled territories and people, including direct and

indirect rule in Africa (South Africa, Congo, and one other

territory), India, Indochina, and spheres of influence in China.

DRAFT May 2016/REVISED January 2018

6. What later development would change a political situation shown on this map?

1. Augusto Pinochet’s human rights abuses

2. Gandhi’s non-violent resistance

3. Mao Zedong’s communist revolution

4. Ho Chi Minh’s nationalist movement

Task Model

7: Students are given a stimulus and identify a central cause of the

described phenomenon.

Framework

Reference

10.7a: Independence movements in India and Indochina developed in

response to European control.

➢ Students will explore Gandhi’s nonviolent nationalist movement

and nationalist efforts led by the Muslim League aimed at the

masses that resulted in a British-partitioned subcontinent.

DRAFT: Updated 2018

DRAFT May 2016/REVISED January 2018

MCQ SET #4

Excerpt from a speech by Winston S. Churchill, March 5, 1946 at Westminster College in

Fulton, Missouri

…From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across the

Continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe.

Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia, all these famous cities

and the populations around them lie in what I must call the Soviet sphere, and all are subject in

one form or another, not only to Soviet influence but to a very high and, in some cases, increasing

measure of control from Moscow. Athens alone—Greece with its immortal glories—is free to decide

its future at an election under British, American, and French observation. The Russian-dominated

Polish Government has been encouraged to make enormous and wrongful inroads upon Germany,

and mass expulsions of millions of Germans on a scale grievous and undreamed-of are now taking

place. The Communist parties, which were very small in all these Eastern States of Europe, have

been raised to pre-eminence and power far beyond their numbers and are seeking everywhere to

obtain totalitarian control. Police governments are prevailing in nearly every case, and so far,

except in Czechoslovakia, there is no true democracy.…

Source: Winston Churchill, The Sinews of Peace,” March 5, 1946, The Churchill Centre

7. Which important issue does Winston Churchill discuss in this excerpt?

1. increasing tension between non-communist and communist nations

2. buildup of conventional armaments leading up to World War I

3. rising concerns over the unification of Germany

4. expanding role of the British Empire in world politics

DRAFT: Updated 2018

Task Model

7: Students are given a stimulus and identify a central cause of the

described phenomenon.

Framework

Reference

10.6a: The Cold War originated from tensions near the end of World

War II as plans for peace were made and implemented. The Cold War

was characterized by competition for power and ideological differences

between the United States and the Soviet Union.

➢ Students will compare and contrast how peace was conceived at

Yalta and Potsdam with what happened in Europe in the four

years after World War II (i.e., Soviet occupation of Eastern

Europe, Truman Doctrine, Berlin blockade, NATO).

DRAFT May 2016/REVISED January 2018

8. Which organization formed in response to the situation Churchill described in this speech?

1. North Atlantic Treaty Organization (NATO)

2. League of Nations

3. Alliance of Central Powers

4. European Union (EU)

Task Model

8: Students are given a stimulus and identifies a central effect of the

described phenomena.

Framework

Reference

10.6a: The Cold War originated from tensions near the end of World

War II as plans for peace were made and implemented. The Cold War

was characterized by competition for power and ideological differences

between the United States and the Soviet Union.

➢ Students will compare and contrast how peace was conceived at

Yalta and Potsdam with what happened in Europe in the four years

after World War II (i.e., Soviet occupation of Eastern Europe,

Truman Doctrine, Berlin blockade, NATO).

DRAFT: Updated 2018

DRAFT May 2016/REVISED January 2018

MCQ SET #5

Four Newspaper Headlines from the Twentieth Century:

A. THE BERLIN WALL TORN DOWN

B. TRUMAN DOCTRINE AIDS GREECE AND TURKEY

C. THE U.S.S.R. PLACES NUCLEAR MISSILES IN CUBA

D. NEHRU CALLS FOR INDIA TO BE NON-ALIGNED

9. Which claim is supported by this set of headlines?

1. The Cold War impacted countries other than the Soviet Union and the United

States

2. Independence movements developed as a result of Cold War Tensions

3. Globalization is the result of the proliferation of technological and economic

networks

4. The Organization of Petroleum Exporting Countries (OPEC) developed as a result

of Cold War tensions

Task Model

4: Students are asked to select a plausible claim that logically flows

from evidence presented in stimuli.

Framework

Reference

10.6b: The Cold War was a period of confrontations and attempts at

peaceful coexistence.

10. Which of these headlines represents the event that occurred last?

1. A

2. B

DRAFT: Updated 2018

3. C

4. D

Task Model

16: Students are given a stimulus and asked to identify how historical

events are related chronologically.

Framework

Reference

10.6b: The Cold War was a period of confrontations and attempts at

peaceful coexistence.

DRAFT May 2016/REVISED January 2018

DRAFT PROTOTYPES FOR

OBAL HISTORY AND GEOGRAPHY REGENTS EXAM

PART 2—SHORT ANSWER CONSTRUCTED-RESPONSE QUESTIONS

DRAFT May 2016/REVISED January 2018

PART 2—SHORT ANSWER QUESTIONS (CRQ)

Short Answer Question Set Structure

Question 1

Historical or Geographic

Context

(using document 1)

Historical Context—refers to the historical circumstances that led to this

event/idea/historical development.

1. Explain the historical circumstances that led to the historical

development in the document.

Geographic Context—refers to where this historical development/event

is taking place and why it is taking place there.

1. Explain the geographic context for the historical developments shown

on the map.

Question 2

Sourcing

(using document 2)

2a. Identify/Explain bias, point of view, audience, or purpose.

2b. Explain the extent to which the document is a reliable source of

evidence for understanding a specific use. In your response, be sure to

include your evaluation of the source’s reliability and your reasoning for

that evaluation.

Question 3

Relationship between

documents:

Types

• Causation

AND

• Turning Point

• Comparison

(using both documents

1 and 2)

Causation

3. Identify and explain a cause-and-effect relationship associated with

the events, ideas, or historical developments in documents 1 and 2. Be

sure to use evidence from both documents 1 and 2 in your response.

______________________AND______________________

Turning Point

3a. Identify a turning point associated with the events, ideas, or

historical developments related to both documents 1 and 2.

3b. Explain why the events, ideas, or historical developments associated

with these documents are considered a turning point. Be sure to use

evidence from both documents 1 and 2 in your response.

_____________________OR________________________

Comparison

3a. Identify a similarity or a difference between the events, ideas, or

historical developments presented in documents 1 and 2.

3b. Explain a similarity or a difference in the events, ideas, or historical

developments presented in these documents. Be sure to use evidence

from both documents 1 and 2 in your response.

Each examination will include two CRQs: one Cause-and-Effect and EITHER a Turning Point

OR a Similarity/Difference CRQ.

DRAFT May 2016/REVISED January 2018

Document 1

SHORT ANSWER QUESTIONS—SET #1 (Causation)

Select Articles from the Treaty of Versailles

Article 159

The German military forces shall be demobilised and reduced as prescribed hereinafter.

Article 231

The Allied and Associated Governments affirm and Germany accepts the responsibility of

Germany and her allies for causing all the loss and damage to which the Allied and

Associated Governments and their nationals have been subjected as a consequence of the

war imposed upon them by the aggression of Germany and her allies.

Article 232

. . .The Allied and Associated Governments, however, require, and Germany undertakes,

that she will make compensation for all damage done to the civilian population of the Allied

and Associated Powers and to their property during the period of the belligerency of each as

an Allied or Associated Power against Germany by such aggression by land, by sea and from

the air, and in general all damage as defined in Annex l hereto. . . .

Source: The Versailles Treaty, June 28, 1919

Historical Context—refers to the historical circumstances that led to this

event/idea/historical development.

1. Explain the historical circumstances that led to the development of the Treaty of Versailles.

[1]

Framework

Reference

10.5c: The devastation of the world wars and use of total war led people

to explore ways to prevent future world wars.

➢ Students will examine international efforts to work together to build

stability and peace, including Wilson’s Fourteen Points, the Treaty

of Versailles, the League of Nations, and the United Nations.

DRAFT May 2016/REVISED January 2018

Document 2

Daniel Fitzpatrick was an editorial cartoonist for the St. Louis Dispatch from 1913–1958,

during which time his cartoons were published in thirty-five newspapers in the United

States. During the 1920s and 1930s, while the United States was looking inward,

Fitzpatrick was one of the first American cartoonists to warn of the dangers of fascism in

Europe.

Source: Daniel Fitzpatrick,

St. Louis Post-Dispatch, October 19, 1930

2a. Based on the cartoon, explain how audience affects the way Daniel Fitzpatrick presents his

ideas. [1]

Reliability—determined based on how useful the information found in a source is for a specific

purpose.

2b. Explain the extent to which Daniel Fitzpatrick’s cartoon is a reliable source of evidence for

understanding Hitler’s influence on Germany in 1930. In your response, be sure to include

your evaluation of the source’s reliability and your reasoning for that evaluation. [1]

Framework

Reference

10.5d: Nationalism and ideology played a significant role in shaping the

period between the world wars.

➢ Students will examine the role of nationalism and the

development of the National Socialist state under Hitler in

Germany.

DRAFT May 2016/REVISED January 2018

Document 1

Document 2

Select Articles from the Treaty of Versailles

Daniel Fitzpatrick was an editorial cartoonist for the St.

Louis Dispatch from 1913–1958, during which time his

cartoons were published in thirty-five newspapers in the

United States. During the 1920s and 1930s, while the

United States was looking inward, Fitzpatrick was one of

the first American cartoonists to warn of the dangers of

fasci

sm in Europe.

Article 159

The German military forces shall be demobilised and

reduced as prescribed hereinafter.

Article 231

The Allied and Associated Governments affirm and

Germany accepts the responsibility of Germany and her

allies for causing all the loss and damage to which the Allied

and Associated Governments and their nationals have been

subjected as a consequence of the war imposed upon them

by the aggression of Germany and her allies. . . .

Article 232

. . .The Allied and Associated Governments, however,

require, and Germany undertakes, that she will make

compensation for all damage done to the civilian population

of the Allied and Associated Powers and to their property

during the period of the belligerency of each as an Allied or

Associated Power against Germany by such aggression by

land, by sea and from the air, and in general all damage as

defined in Annex l hereto. . . .

Source: The Versailles Treaty, June 28, 1919

Source: Daniel Fitzpatrick,

St. Louis Post- Dispatch,

October 19, 1930

Cause—refers to something that contributes to the occurrence of an event, the rise of an idea, or

the bringing about of a development.

Effect—refers to what happens as a consequence (result, impact, outcome) of an event, an idea,

or a development.

3. Identify and explain a cause-and-effect relationship associated with the events or ideas in

documents 1 and 2. Be sure to use evidence from both documents 1 and 2 in your response.

[1]

SHORT ANSWER QUESTIONS—SET #2 (Turning Point)

Document 1

Geographic Context—refers to where this historical development/event is taking place and

why it is taking place there.

1. Explain the geographic context for the historical development shown on this map.

Framework

Reference

10.4a: European industrialized states and Japan sought to play a

dominant role in the world and to control natural resources for

political, economic, and cultural reasons.

➢ Students will trace how imperial powers politically and

economically controlled territories and people, including direct

and indirect rule in Africa (South Africa, Congo, and one other

territory), India, Indochina, and spheres of influence in China.

DRAFT May 2016/REVISED January 2018

Document 2

Dr. Tatsuichiro Akizuki was a physician practicing in Nagasaki on August 9, 1945. He kept notes

on his experiences during and after the bombing. In 1961, when he was asked about his

experiences, he felt it was his responsibility to write them down in a book. In 1969, Dr. Akizuki

helped establish the Nagasaki Testimonial Society to increase the written records of the

Nagasaki atomic bomb survivors. His book Nagasaki 1945 was published in 1982.

There was a blinding white flash of light, and the next moment — Bang! Crack! A huge impact

like a gigantic blow smote [struck] down upon our bodies, our heads and our hospital. I lay flat—

I didn’t know whether or not of my own volition [choice]. Then down came piles of debris,

slamming into my back. . . .

All the buildings I could see were on fire: large ones and small ones and those with straw-

thatched roofs. Further off along the valley, Urakami Church, the largest Catholic church in the

east, was ablaze. The technical school, a large two-storeyed wooden building, was on fire, as

were many houses and the distant ordnance factory. Electricity poles were wrapped in flame like

so many pieces of kindling. Trees on the near-by hills were smoking, as were the leaves of sweet

potatoes in the fields. To say that everything burned is not enough. It seemed as if the earth

itself emitted fire and smoke, flames that writhed up and erupted from underground. The sky

was dark, the ground was scarlet, and in between hung clouds of yellowish smoke. Three kinds

of colour – black, yellow, and scarlet loomed ominously over the people, who ran about like so

many ants seeking to escape. What had happened? Urakami Hospital had not been bombed—I

understood that much. But that ocean of fire, that sky of smoke! It seemed like the end of the

world. . . .

Source: Dr. Tatsuichiro Akizuki, Nagasaki 1945, Quartet Books, 1982

2a. Based on this excerpt, explain Dr. Tatsuichiro Akizuki’s purpose for writing about what

occurred in Nagasaki on August 9, 1945. [1]

Reliability—determined based on how useful the information found in a source is for a specific

purpose.

2b. Explain the extent to which Dr. Tatsuichiro Akizuki’s account is a reliable source of evidence

for understanding what occurred in Nagasaki on August 9, 1945. In your response, be sure to

include your evaluation of the source’s reliability and your reasoning for that evaluation. [1]

Framework

Reference

10.5b: Technological developments increased the extent of damage and

casualties in both World War I and World War II.

➢ Students will compare and contrast the technologies utilized in

both World War I and World War II, noting the human and

environmental devastation.

DRAFT May 2016/REVISED January 2018

Document 1

Document 2

Dr. Tatsuichiro Akizuki was a physician practicing in

Nagasaki on August 9, 1945. He kept notes on his

experiences during and after the bombing. In 1961, when he

was asked about his experiences, he felt it was his

responsibility to write them down in a book. In 1969, Dr.

Akizuki helped establish the Nagasaki Testimonial Society to

increase the written records of the Nagasaki atomic bomb

survivors. His book Nagasaki 1945 was published in 1982.

There was a blinding white flash of light, and the next

moment — Bang! Crack! A huge impact like a gigantic blow

smote [struck] down upon our bodies, our heads and our

hospital. I lay flat—I didn’t know whether or not of my own

volition [choice]. Then down came piles of debris, slamming

into my back. . . .

All the buildings I could see were on fire: large ones and

small ones and those with straw-thatched roofs. Further off

along the valley, Urakami Church, the largest Catholic

church in the east, was ablaze. The technical school, a large

two-storeyed wooden building, was on fire, as were many

houses and the distant ordnance factory. Electricity poles

were wrapped in flame like so many pieces of kindling. Trees

on the near-by hills were smoking, as were the leaves of

sweet potatoes in the fields. To say that everything burned is

not enough. It seemed as if the earth itself emitted fire and

smoke, flames that writhed up and erupted from

underground. The sky was dark, the ground was scarlet, and

in between hung clouds of yellowish smoke. Three kinds of

colour – black, yellow, and scarlet loomed ominously over

the people, who ran about like so many ants seeking to

escape. What had happened? Urakami Hospital had not been

bombed—I understood that much. But that ocean of fire, that

sky of smoke! It seemed like the end of the world. . . .

Source: Dr. Tatsuichiro Akizuki, Nagasaki 1945,

Quartet Books, 1982

Turning point—is a major event, idea, or historical development that brings about significant

change. It can be local, regional, national, or global.

3a. Identify a turning point associated with the historical development and events related to

both documents 1 and 2. [1]

3b. Explain why the historical developments and events associated with these documents are

considered a turning point. Be sure to use evidence from both documents 1 and 2 in your

response. [1]

DRAFT May 2016/REVISED January 2018

Document 1

SHORT ANSWER QUESTIONS—SET #3 (Comparison)

Macgregor Laird, Scottish explorer and shipbuilder, wrote this narrative after travelling by

steamship up the Niger River in West Africa between 1832 and 1834. Out of the forty-eight

members of the expedition, Laird was one of nine who survived.

We have the power in our hands, moral, physical, and mechanical; the first, based on the Bible;

the second, upon the wonderful adaptation of the Anglo-Saxon race to all climates, situations,

and circumstances . . . the third, bequeathed [given] to us by the immortal James Watt. By his

invention [of the steam engine] every river is laid open to us, time and distance are shortened. If

his spirit is allowed to witness the success of his invention here on earth, I can conceive no

application of it that would meet his approbation [approval] more than seeing the mighty

streams of the Mississippi and the Amazon, the Niger and the Nile, the Indus and the Ganges,

stemmed by hundreds of steam-vessels, carrying the glad tidings of “peace and good will

towards men” into the dark places of the earth which are now filled with cruelty. This power,

which has only been in existence for a quarter of a century, has rendered rivers truly “the

highway of nations,” and made easy what it would have been difficult if not impossible, to

accomplish without it. . . .

Source: Macgregor Laird and R. A. K. Oldfield, Narrative of an Expedition into the Interior of Africa by

the River Niger in the Steam-Vessels Quorra and Alburkah in 1832, 1833, 1834, Volume II,

London, Richard Bentley, 1837

Historical Context—refers to the historical circumstances that led to this event/idea/

historical development.

1. Explain the historical circumstances that led to British exploration in West Africa in the

1830s. [1]

Framework

Reference

10.4a: European industrialized states and Japan sought to play a

dominant role in the world and to control natural resources for

political, economic, and cultural reasons.

➢ Students will trace how imperial powers politically and

economically controlled territories and people, including direct

and indirect rule in Africa (South Africa, Congo, and one other

territory), India, Indochina, and spheres of influence in China.

DRAFT May 2016/REVISED January 2018

Document 2

Nnamdi Azikiwe was a Nigerian writer, a nationalist leader, and a Christian, who was born in

Nigeria during British rule. He attended and taught at a number of universities in the United

States between 1925 and 1934. Azikiwe returned to Nigeria in 1934 and became the first

president of an independent Nigeria in 1960. This excerpt is from a speech he gave at a dinner in

his honor arranged by university alumni while he was visiting New York in 1947.

. . . Socially, the ogre [monster] of racial segregation and discrimination makes it extremely

difficult for the colonial to develop his personality to the full. Education is obtainable but limited

to the privileged. Hospitals are not available to the great number of the people but only to a

negligible [small] minority. Public services are lacking in many respects; there are not sufficient

water supplies, surfaced roads, postal services and communications systems in most

communities of Nigeria. The prisons are medieval, the penal [criminal] code is oppressive, and

religious freedom is a pearl of great price.

Source: Zik: A Selection from the Speeches of Nnamdi Azikiwe, Cambridge University Press

2a. Based on this excerpt from Nnamdi Azikiwe’s speech, identify his point of view concerning

British colonialism. [1]

Reliability—determined based on how useful the information found in a source is for a specific

purpose.

2b. Explain the extent to which this excerpt from Nnamdi Azikiwe’s speech is a reliable source of

evidence for understanding British colonialism. In your response, be sure to include your

evaluation of the source’s reliability and your reasoning for that evaluation. [1]

Framework

Reference

10.4a: European industrialized states and Japan sought to play a

dominant role in the world and to control natural resources for

political, economic, and cultural reasons.

Students will trace how imperial powers politically and

economically controlled territories and people, including direct

and indirect rule in Africa (South Africa, Congo, and one other

territory), India, Indochina, and spheres of influence in China.

➢

10.7b: African independence movements gained strength as European

states struggled economically after World War II. European efforts to

limit African nationalist movements were often unsuccessful.

➢ Students will explore at least two of these three African

independence movements: Ghana, Algeria, Kenya.

DRAFT May 2016/REVISED January 2018

DRAFT

Similarity—tells how something is alike or the same as something else.

Difference—tells how something is not alike or not the same as something else.

3a. Identify a similarity or a difference regarding ideas about the role of the British in Africa as

expressed in documents 1 and 2. [1]

3b. Explain a similarity or a difference regarding ideas about the role of the British in Africa as

expressed in documents 1 and 2. Be sure to use evidence from both documents 1 and 2 in

your response. [1]

DRAFT

DRAFT PROTOTYPES FOR

GLOBAL HISTORY AND GEOGRAPHY REGENTS EXAM

PART 3—ENDURING ISSUES EXTENDED ESSAY

DRAFT

PART 3—EXTENDED ESSAY

An enduring issue is a challenge or problem that a society has faced and debated or

discussed across time. It is one that many societies have attempted to address with

varying degrees of success.

In your essay

• Identify and define an enduring issue raised by this set of documents.

• Using your knowledge of Social Studies and evidence from the documents, argue

why the issue you selected is significant and how it has endured across time.

Be sure to

• Identify the issue based on a historically accurate interpretation of at least three

documents.

• Define the issue using evidence from at least three documents

• Argue that this is a significant issue that has endured by showing:

o How the issue has affected people or been affected by people

o How the issue has continued to be an issue or changed over time

• Include outside information from your knowledge of social studies and evidence

from the documents.

DRAFT: Updated 2017

DRAFT

Guidelines for Part 3 Construction

• Total of five documents

• At least one document connected to Framework key

ideas 10.1 through 10.6

• At least two documents connected to Framework key

ideas 10.7 through 10.10

• At least one document is a visual (cartoon, map,

photograph, chart, timeline, graph)

• More than one enduring issue to be found within each

document

• Inclusion of common enduring issues to be found across

document set

• Availability of potential outside information considered

DRAFT 2016

DRAFT

DOCUMENT 1

Julius Streicher, member of the Nazi Party, March 31, 1933

DRAFT

PART 3—EXTENDED ESSAY

DOCUMENT SET #1

German national comrades! The ones who are guilty of this insane crime, this malicious

atrocity propaganda and incitement to boycott, are the Jews in Germany. They have

called on their racial comrades abroad to fight against the German people. They have

transmitted the lies and calumnies abroad. Therefore the Reich leadership of the

German movement for freedom have decided, in defense against criminal incitement, to

impose a boycott of all Jewish shops, department stores, offices, etc., beginning on

Saturday, 1 April 1933, at 10 a.m. We are calling on you, German women and men, to

comply with this boycott. Do not buy in Jewish shops and department stores, do not go

to Jewish lawyers, avoid Jewish physicians. Show the Jews that they cannot besmirch

Germany and disparage its honor without punishment. Whoever acts against this appeal

proves thereby that he stands on the side of Germany’s enemies. Long live the honorable

Field Marshal from the Great War, Reich President Paul v. Hindenburg! Long live the

Führer and Reich Chancellor Adolf Hitler! Long live the German people and the holy

German fatherland!

Source: Schulthess’ europäischer Geschichtskalender. Neue Folge, ed. by Ulrich Thürauf, Vol. 49

(Munich: Beck, 1933), p. 81

DRAFT 2016

Framework

Reference

10.5 d: Nationalism and ideology played a significant role in shaping the

period between the world wars.

➢ Students will examine the role of nationalism and the

development of the National Socialist state under Hitler in

Germany.

DRAFT

Source: Miron Dolot, Execution by Hunger: The Hidden Holocaust, 1985

DRAFT

DOCUMENT 2

Miron Dolot, eyewitness account of growing up in Ukraine under Stalin’s Soviet policy

But thanks to those meetings, those of us able to attend learned that sometime in January

the Communist Party of the Soviet Union, after accusing Ukraine of deliberately sabotaging

the fulfillment of grain quotas, had sent [Pavel] Postyshev, a sadistically cruel Russian

chauvinist, as its viceroy to Ukraine. His appointment played a crucial role in the lives of all

Ukrainians. It was Postyshev who brought along and implemented a new Soviet Russian

policy in Ukraine. It was an openly proclaimed policy of deliberate and unrestricted

destruction of everything that was Ukrainian. From now on, we were continually reminded

that there were “bourgeois-nationalists” among us whom we must destroy. They were the

ones causing our “food difficulties.” Those hideous “bourgeois-nationalists” were starving

us to death, and on and on went the accusations. At every meeting, we were told that the

fight against the Ukrainian national movement was as important for the “construction of

socialist society” as the struggle for bread. This new campaign against the Ukrainian

national movement had resulted in the annihilation of the Ukrainian central government as

well as all Ukrainian cultural, educational, and social institutions. There were also arrests in

our village as a result of this new policy.

With the arrival of Postyshev, the grain collection campaign was changed into a Seed

Collection Campaign. The fact that the farmers were starving did not bother the authorities

at all. What they worried about was the lack of seed for the spring sowing. I remember one

of Postyshev’s speeches in which he instructed all Party organizations to collect seed with

the same methods used in collecting grain. He also ordered the expropriation of grain seed

which had supposedly been stolen or illegally distributed as food for the members of

collective farms. It was made clear that the needed seed must be collected and delivered

immediately and at all costs. But it was beyond our comprehension that the Communist

authorities could so ruthlessly demand grain at a time when the bodies of starved farmers

were littering the roads, fields, and backyards. As we listened to these harangues, we often

thought that perhaps there was hidden sabotage at work to discredit the Communist Party.

But we were naive. Devoid of all human emotions, the Party wanted grain from us;

starvation was no excuse. The Party officials treated us with contempt and impatience. All

this was heightened by the traditional Russian distrust and dislike of Ukrainian farmers.

Thus we were forced to listen to the endless lies of these Russian officials that there was no

famine; that no one was starving. Those who died were the lazy ones who refused to work at

the collective farm. They deserved to die.

Framework

Reference

10.5 e: Human atrocities and mass murders occurred in this time period.

➢ Students will examine the atrocities against the Armenians,

examine the Ukrainian Holodomor, and examine the Holocaust.

DRAFT 2016

DRAFT

DOCUMENT 3

Excerpt from unanimously adopted Resolution by the United Nations General

Assembly, December 9, 1948

Article 1

The Contracting Parties confirm that genocide, whether committed in

time of peace or in time of war, is a crime under international law which

they undertake to prevent and to punish.

Article 2

In the present Convention, genocide means any of the following acts

committed with intent to destroy, in whole or in part, a national, ethnical,

racial or religious group, as such:

• (a) Killing members of the group;

• (b) Causing serious bodily or mental harm to members of the

group;

• (c) Deliberately inflicting on the group conditions of life calculated

to bring about its physical destruction in whole or in part;

• (d) Imposing measures intended to prevent births within the

group;

• (e) Forcibly transferring children of the group to another group.

Source: United Nations General Assembly, December 9, 1948, Resolution 260 (III) A.

DRAFT 2016

Framework

Reference

10.10 a: Following World War II, the United Nations Universal

Declaration of Human Rights (1948) was written. This provides a set of

principles to guide efforts to protect threatened groups.

➢ Students will examine the articles contained in the UN Universal

Declaration of Human Rights.

DRAFT

DOCUMENT 4

Debbie Wolfe writes about gro wing up as a white child under apartheid

I was born in South Africa, under apartheid -- a white child with every privilege. It was the

year 1969, five years after Nelson Mandela was sentenced to life in prison.

While my parents weren't wealthy, my dad was an engineer, and a graduate of the

University of Cape Town. We had a pretty little townhouse in the suburbs of Cape Town. I

had good food to eat. There were dolls to play with, and presents under the tree at

Christmas. I went to ballet lessons, and my lovely preschool down the road.

I had never heard the name 'Nelson Mandela'. I was too little to understand what was

happening in my country, or what apartheid meant. I got the faintest glimpse every couple

of weeks, when we rode the train into Cape Town to meet my father for lunch.

Those were the only days that I actually saw black children. But it was always from far

away, or through the window of a train. In the first six years of my life, I never got to speak

or play with a child whose skin was a different colour than mine.

On those train rides, my mother and I waited on a platform designated for 'whites' waiting

to board the train cars for 'whites'. There was a separate platform for 'blacks'. Once on the

train, we'd pass parks and beaches clearly marked 'white' and 'black'. In Cape Town, if we

needed to go to the bank, we'd approach a different counter than families with black

children.

DRAFT 2016

Source: Debbie Wolf, I Grew Up In South Africa During Apartheid, Huffington Post, December 6, 2013

Framework

Reference

10.10c: Historical and contemporary violations of human rights can be evaluated, using the

principles and articles established within the UN Universal Declaration of Human Rights.

➢ Students will examine the policy of apartheid in South Africa and the growth of the anti-

apartheid movements, exploring Nelson Mandela’s role in these movements and in the post-

apartheid period.

DRAFT

DRAFT 2016

DRAFT

DOCUMENT 5

Framework

Reference

10.7a: Independence movements in India and Indochina developed

in response to European control.

DRAFT