FOR TEACHERS ONLY

THE STATE EDUCATION DEPARTMENT

Albany, New York 12234

VOLUME

MC & THEMATIC

FOR TEACHERS ONLY

The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

GLOBAL HISTORY AND GEOGRAPHY

Thursday, August 16, 2012 — 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 Questions

Follow 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.

Multiple Choice for Part I

Allow 1 credit for each correct response.

Part I

1 . . . . . . 4 . . . . . . 13 . . . . . . 1 . . . . . . 26 . . . . . . 1 . . . . . . 39 . . . . . . 1 . . . . . .

2 . . . . . . 2 . . . . . . 14 . . . . . . 4 . . . . . . 27 . . . . . . 2 . . . . . . 40 . . . . . . 1 . . . . . .

3 . . . . . . 2 . . . . . . 15 . . . . . . 1 . . . . . . 28 . . . . . . 1 . . . . . . 41 . . . . . . 2 . . . . . .

4 . . . . . . 1 . . . . . . 16 . . . . . . 3 . . . . . . 29 . . . . . . 4 . . . . . . 42 . . . . . . 1 . . . . . .

5 . . . . . . 3 . . . . . . 17 . . . . . . 4 . . . . . . 30 . . . . . . 2 . . . . . . 43 . . . . . . 3 . . . . . .

6 . . . . . . 1 . . . . . . 18 . . . . . . 4 . . . . . . 31 . . . . . . 4 . . . . . . 44 . . . . . . 1 . . . . . .

7 . . . . . . 4 . . . . . . 19 . . . . . . 2 . . . . . . 32 . . . . . . 2 . . . . . . 45 . . . . . . 3 . . . . . .

8 . . . . . . 3 . . . . . . 20 . . . . . . 3 . . . . . . 33 . . . . . . 2 . . . . . . 46 . . . . . . 4 . . . . . .

9 . . . . . . 2 . . . . . . 21 . . . . . . 2 . . . . . . 34 . . . . . . 3 . . . . . . 47 . . . . . . 1 . . . . . .

10 . . . . . . 2 . . . . . . 22 . . . . . . 1 . . . . . . 35 . . . . . . 3 . . . . . . 48 . . . . . . 3 . . . . . .

11 . . . . . . 3 . . . . . . 23 . . . . . . 3 . . . . . . 36 . . . . . . 1 . . . . . . 49 . . . . . . 3 . . . . . .

12 . . . . . . 3

. . . . . . 24 . . . . . . 3 . . . . . . 37 . . . . . . 4 . . . . . . 50 . . . . . . 2 . . . . . .

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/apda/

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 several times throughout the Regents Examination period.

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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 in

the Information Booklet for Scoring the Regents Examination in Global History and Geography and United

States 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 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.

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 are

required to ensure that the raw scores have been added correctly and that the resulting scale

score has been determined accurately.

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Global History and Geography

Content-Specific Rubric

Thematic Essay

August 2012

Scoring Notes:

1. This thematic essay has a minimum of six components of the task (for each of two technological

innovations, describing an existing technology that was replaced by a new technological innovation and

how this new technological innovation changed the existing technology, and discussing at least two

effects of this new technological innovation on a society or the world).

2. The society affected by the technological innovation may be the same for each innovation, e.g., both the

printing press and the development of the steam engine had an effect on Europeans.

3. The society does not need to be specifically identified as long as it is implied in the discussion, e.g.,

discussion of the printing press and its effect on the Reformation implies the group is European.

4. The way in which the new innovation changed the existing technology and the effects of the innovation

may be the same, e.g., a description of the destructive force of nuclear explosions could address both the

new innovation as compared to conventional bombs, as well as the effects nuclear weapons had.

5. The effect of the technological innovation may be the same for each innovation, but the details of how

this effect was achieved will differ, e.g., both the printing press in the 15th century and computers of the

20th century improved communication.

6. The response may discuss the effects from a variety of perspectives as long as the position taken is

supported by accurate facts and examples.

7. If more than two technological innovations are discussed, only the first two technological innovations

mentioned should be rated.

Theme: Technology

Throughout history, existing technology has been modified or replaced by new technological

innovations. These new technological innovations have had various effects on societies and the

world.

Task: Select two technological innovations and for each

• Describe the existing technology that was replaced by this new technological innovation and

how this new innovation changed the existing technology

• Discuss the effects this new technological innovation has had on a society or the world

You may use any technological innovation from your study of global history and geography. Some

suggestions you might wish to consider include aqueducts, gunpowder, printing press, caravel, steam

engine, factory system, nuclear power, and internet communications.

You are not limited to these suggestions.

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Score of 5:

• Thoroughly develops all aspects of the task evenly and in depth for each of two technological innovations,

discussing an existing technology that was replaced by a new technological innovation, how this new

technological innovation changed the existing technology, and at least two effects of each technological

innovation on society or the world

• Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g., aqueducts:

contrasts the quality, quantity, and reliability of water supplied by aqueducts in the Roman Empire to the

water obtained from wells, springs, and the Tiber River in early Rome, connecting the development of

sophisticated engineering techniques to the maintenance of social stability and the growth of cities as

aqueducts were constructed throughout the Roman Empire; steam engine: contrasts the use of human,

animal, and water power to run machines to the use of Watt’s modified steam engine as a new source of

power for factories, connecting the use of the steam engine to changes in transportation and demographics

due to the influence of coal and steam

• Richly supports the theme with relevant facts, examples, and details (aqueducts: surveying; Roman arch;

tunnels; cisterns; reservoir; Roman baths; Aqua Appia; infrastructure; Pax Romana; steam engine: use of

domestic system; spinning by hand; railroads; steamships; factory system; growth of cities; air and water

pollution)

• 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 all aspects of the task for

one technological innovation more thoroughly than for the second technological innovation or by discussing

one aspect of the task less thoroughly than the other aspects of the task

• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g.,

aqueducts: discusses how wells and the Tiber River were replaced by the aqueduct system, which brought

water more quickly and safely to cities, and how the growth of Roman cities, their culture, and commerce

were influenced by the Roman aqueduct system; steam engine: discusses the shift from producing goods by

hand and harnessing water to the use of steam power for manufacturing in factories in European societies

during the Industrial Revolution as well as the social and environmental changes created by this shift

• 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 the task have been thoroughly developed evenly and in depth for one technological

innovation 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

• 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

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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.

Anchor Paper – Thematic Essay—Level 5 – A

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Anchor Paper – Thematic Essay—Level 5 – A

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Anchor Paper – Thematic Essay—Level 5 – A

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Anchor Level 5-A

The response:

• Thoroughly develops all aspects of the task evenly and in depth by discussing the printing press

and the factory system

• Is more analytical than descriptive (printing press: hand-copied books contributed to the

strength and influence of the Roman Catholic Church during the Middle Ages because religious

authorities controlled the process; printing press spread knowledge as well as increased literacy

among various societies and social classes; increased supply of books helped make them more

affordable; Bible aided in expanding the influence of Christianity; allowed individuals to

challenge a long-standing authority; factory system: individuals and families spun and wove in

their homes, a time-consuming process; various steps of textile production were performed at

one location, the factory; many people migrated to cities in search of jobs contributing to

increased urbanization; advances in agriculture displaced some farmers who then looked for

factory work; led to a decreased standard of living; drove imperialism to become a major goal of

some European nations; India became a key supplier of cotton for British factories)

• Richly supports the theme with relevant facts, examples, and details (printing press: Johann

Gutenberg; 15th century; monks; paper making; moveable type; Luther; Protestant Reformation;

Enlightenment; factory system: textile industry; British Industrial Revolution; domestic system;

central location; raw materials; foreign markets)

• Demonstrates a logical and clear plan of organization; includes an introduction that is a

restatement of the theme and a conclusion that analyzes similarities between the printing press

and the factory system such as the faster production of simple products and complex effects that

spanned political, economic, and social spheres around the world

Conclusion: Overall, the response fits the criteria for Level 5. Both analysis and details are used to

link the innovations to short-term effects as well as long-term movements and consequences. When

discussing both the development and the effects of the printing press and factory system, the

response demonstrates an awareness of global context and connections.

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Anchor Paper – Thematic Essay—Level 5 – B

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Anchor Paper – Thematic Essay—Level 5 – B

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Anchor Paper – Thematic Essay—Level 5 – B

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Anchor Paper – Thematic Essay—Level 5 – B

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Anchor Level 5-B

The response:

• Thoroughly develops all aspects of the task evenly and in depth by discussing gunpowder and

the factory system

• Is more analytical than descriptive (gunpowder: catapults, swords, spears, and bows used in

close-quarters combat; improvements to gunpowder weapons were developed; societies who

had access to guns benefited greatly, those without them were left farther behind; West Africans

used guns to raid neighboring peoples and defend themselves against slave traders; in the

Opium Wars, British used superior naval power and firepower against the Chinese, who fought

with outdated weapons; Chinese forced to accept a series of unequal treaties; factory system:

skilled craftsmen made goods by hand; factory system increased the speed of production, but

often displaced skilled workers; all members of the working class family labored in factories;

more finished goods were made affordable; horrible working conditions led to demands for

workers’ rights, reform, and to the rise of unions; European countries engaged in imperialism to

obtain raw materials and to establish markets to sell their goods; benefits for wealthy business

owners and consumers, but at the cost of colonial peoples and factory workers)

• Richly supports the theme with relevant facts, examples, and details (gunpowder: some

weapons rarely accurate at greater distances; group volleys; new firing mechanisms; methods of

reloading; guns as a commodity in West Africa; factory system: assembly line; interchangeable

parts; child labor; women in the workforce; long hours; dangerous conditions; low pay)

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion

that present both the negative and the positive effects of these technological innovations

Conclusion: Overall, the response fits the criteria for Level 5. The discussion focuses on the

revolutionary changes in warfare and production that occurred as a result of the introduction of

gunpowder and the factory system in various societies. Analytic statements as well as historical

details and examples show how these changes had effects throughout the world.

Anchor Paper – Thematic Essay—Level 4 – A

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Anchor Paper – Thematic Essay—Level 4 – A

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Anchor Paper – Thematic Essay—Level 4 – A

Anchor Level 4-A

The response:

• Develops all aspects of the task but does so somewhat unevenly by discussing the factory

system more thoroughly than the printing press

• Is both descriptive and analytical (printing press: writers copied literature by hand; tedious and

time consuming job; when the printing press was introduced, books could be created more

easily and in larger numbers; moveable type allowed for mass production of material at a faster

pace; people began to educate themselves causing literacy rates to rise; Martin Luther

challenged the abuses of the Catholic Church; rise of new movements in Europe; factory

system: before the factory system, work was completed by individuals or families; producing

goods by hand at home was known as the domestic system; many goods began to be mass-

produced by new methods and machinery; stronger division between social classes; more

money for upper class factory owners; upper class women and children had more time to spend

at home, purchase luxury goods, and enjoy leisure time; workers sometimes suffered due to the

factory system; urbanization added to problems like overcrowding, disease, pollution, and

crime; huge gap between working class and middle class)

• Supports the theme with relevant facts, examples, and details (printing press: monks; Johann

Gutenberg; rapid spread of ideas; Protestant Reformation; Enlightenment; factory system:

Industrial Revolution in England; guilds influenced price of goods; textile industry; lower

wages; women and children began to work in factories; dangerous conditions)

• Demonstrates a logical and clear plan of organization; includes an introduction that is a

restatement of the theme and a conclusion that recognizes the innovations discussed had varying

impacts on people depending on their social class

Conclusion: Overall, the response fits the criteria for Level 4. The response does a good job of

summarizing both the short-term and long-term effects of each technology discussed. However, the

discussion of the printing press lacks the analysis and depth that the explanation of the factory

system offers.

Global Hist. & Geo. Rating Guide – Aug. ’12 [18] Vol. 1

Anchor Paper – Thematic Essay—Level 4 – B

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Anchor Paper – Thematic Essay—Level 4 – B

Global Hist. & Geo. Rating Guide – Aug. ’12 [21] Vol. 1

Anchor Level 4-B

The response:

• Develops all aspects of the task by discussing the printing press and railroads

• Is both descriptive and analytical (printing press: prior to the era of modern communication,

most knowledge was spread by the use of books; books of any size were written by hand, a slow

and tedious process; consequently, there were not a great deal of books in the European world;

price of books was extremely high, and the vast majority of individuals were illiterate; built

upon previous printing technologies from China; the price of books dropped as a result of

increasing supply made possible by the printing press; European literacy rates increased; new

types of writing emerged; people would be exposed to the new ideas of the Renaissance,

including humanism and secular thought; railroads: prior to railroads, means of traveling

included foot, horse, or ship; methods were slower and weather and terrain had a great impact;

locomotive was capable of carrying large loads at greater speeds over longer distances; used

steam power from the industrial era; trade became more rapid and distant places became more

connected; transport became both easier and less expensive; railroads provided a military

advantage to those who possessed them; moved troops and weapons efficiently; Bismarck used

German railroad system in wars of unification)

• Supports the theme with relevant facts, examples, and details (printing press: television;

Internet; phones; Middle Ages; Johann Gutenberg; traditional religious texts; railroads: only

limited by pace at which tracks could be laid; broader markets; Prussian forces)

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion

that highlight how the printing press and railroads increased the global connections of various

people, goods, and ideas

Conclusion: Overall, the response fits the criteria for Level 4. The response offers insight and

substantial evidence about both technological innovations and how they affected societies in similar

ways. However, the response does not include the level of analysis often found in a Level 5 paper.

Anchor Paper – Thematic Essay—Level 4 – C

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Anchor Paper – Thematic Essay—Level 4 – C

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Anchor Paper – Thematic Essay—Level 4 – C

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Anchor Level 4-C

The response:

• Develops all aspects of the task by discussing the printing press and nuclear power

• Is both descriptive and analytical (printing press: events or books were written by hand by

religious men or royal officials; printing press developed in Europe expanding and modifying

the Chinese innovation of block printing; new skills were needed, but copying books became

easier with the printing press; time needed to make books drastically decreased; books became

cheaper, more available, and more popular; more people learned to read and had greater access

to ideas and knowledge; spread of religious beliefs allowed people to interpret religious books

for themselves; spread of new ideas lead to new types of Christianity; nuclear power: before

nuclear power, hydropower or fossil fuels were used; nuclear power made possible by

harnessing energy from splitting atoms; fast rivers no longer needed to produce power; when

nuclear reactors have problems, catastrophes can result like nuclear meltdowns; positive effect

of nuclear power is the lack of greenhouse gasses emitted decreasing harmful effects on Earth;

nuclear power is not renewable)

• Supports the theme with relevant facts, examples, and details (printing press: medieval times;

Gutenberg; moveable type; printing blocks; Martin Luther; John Calvin; nuclear power: water

wheels; turbines; steam pressure; cooling process; Japanese earthquake; global warming)

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion

that restate the theme

Conclusion: Overall, the response fits the criteria for Level 4. The response includes numerous

relevant supportive details for both technologies, demonstrating a good understanding of the task.

However, the response is sometimes more descriptive that it is analytical.

Anchor Paper – Thematic Essay—Level 3 – A

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Anchor Paper – Thematic Essay—Level 3 – A

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Anchor Paper – Thematic Essay—Level 3 – A

Anchor Level 3-A

The response:

• Develops most aspects of the task in some depth for the printing press and nuclear weapons

• Is more descriptive than analytical (printing press: prior to the printing press, it was difficult to

make any printed materials; there were few written records; price of books was extremely high

and only affordable to upper classes; printing press allowed written materials to be copied much

quicker, changing the world culturally; social hierarchy of Europe began to change; increased

output of books led to lower prices and increased literacy and education; may have led to more

mobility for lower classes; challenge to long-standing authorities like the Catholic Church;

nuclear weapons: before nuclear weapons, warfare was limited to conventional weapons; ability

to destroy much larger areas; first demonstrated by use of atomic bombs on Japan in World

War II; cities of Hiroshima and Nagasaki destroyed; tens of thousands of people killed instantly;

contributed to tensions in the international community; new power struggles due to access to

nuclear weapons; symbol of divisions between powers of the world)

• Includes some relevant facts, examples, and details (printing press: monks; Gutenberg; records

of monarchs; handwritten copies of books; Martin Luther; nuclear weapons: guns; Hiroshima;

Nagasaki; radiation sickness)

• Demonstrates a satisfactory 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 3. The response is primarily descriptive

and repetitive. The strength of the response is the explanation of the effects of the printing press and

nuclear weapons. The description of the existing technology that was replaced by these innovations

is not fully developed.

Anchor Paper – Thematic Essay—Level 3 – B

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Anchor Paper – Thematic Essay—Level 3 – B

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Anchor Paper – Thematic Essay—Level 3 – B

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Anchor Level 3-B

The response:

• Develops all aspects of the task with little depth for the factory system and some depth for

nuclear weapons

• Is more descriptive than analytical (factory system: prior to the factory system, many products

were made by hand at an extremely slow rate; goods were expensive because of the amount of

labor put into them; made possible by England’s surplus of raw materials; increased output

dramatically; work was now completed in factories with machines; changed the skills required;

factory owners exploited workers; increased Britain’s role in international trade; nuclear

weapons: other weapons were not nearly as destructive; nuclear weapons could demolish entire

cities; United States dropped atom bombs on two civilian cities in Japan; thousands killed;

during the Cold War, the United States and the Soviet Union stockpiled nuclear arms; arms race

climaxed with the Cuban missile crisis; fear of the use of nuclear weapons still present in

societies today)

• Includes some relevant facts, examples, and details (factory system: Industrial Revolution; coal

and iron; assembly line; men, women, and young children worked long days; low pay; unsafe

conditions; nuclear weapons: traditional bombs; World War II; radiation sickness; led to

cancer)

• 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 treatment of the factory system

and nuclear weapons includes relevant details and minimal analytical statements. The description of

the development of nuclear weapons and the technology they replaced is limited.