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for teachers only the university of the state of new york volume regents high school examination mc thematic 1 2 of global history and geography wednesday june 15 2011 9:15 a.m to 12:15 p.m only scoring key for part i and rating guide for part ii thematic essay 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 scoring the part i multiple-choice questions follow the procedures set up by the regional information center the big 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 3 2 2 3 1 4 2 5 4 6 1 7 1 8 4 9 2 10 3 11 1 12 4 13 2 14 4 15 1 16 3 17 1 18 3 19 2 20 4 21 1 22 1 23 3 24 3 25 2 26 2 27 1 28 4 29 1 30 3 31 4 32 2 33 1 34 2 35 2 36 3 37 1 38 4 39 3 40 1 41 2 42 2 43 4 44 4 45 3 46 1 47 4 48 2 49 3 50 3 copyright 2011 the university of the state of new york the state education department albany new york 12234

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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 directions 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 beginning in june 2011 schools are no longer 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 this rating guide 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 global hist geo rating guide ­ june 11 [2 vol 1

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global history and geography content-specific rubric thematic essay june 2011 theme technology throughout history societies have developed significant technological innovations these technological innovations have had both positive and negative effects on a society or on humankind task select two technological innovations and for each · discuss why the technological innovation was important during a specific time period · discuss the positive and/or negative effects this technological innovation had on a society or on humankind you may use any technological innovation from your study of global history some suggestions you might wish to consider include irrigation systems stirrup astrolabe printing press factory systems nuclear weapons chemical pesticides and satellites launched into space you are not limited to these suggestions do not use the united states as the focus of your answer scoring notes 1 this thematic essay has a minimum of six components discussing the reason each of two technological innovations was important during a specific time period and discussing at least two effects of each technological innovation on a society or on humankind 2 the importance of the technological innovation may be the same e.g both the printing press in 15th century and computers of the 20th century improved communication 3 the naming of a specific time period may be omitted as long as the identity of the period is clear e.g a discussion of luther his ninety-five theses and the spread of his ideas is clearly identifying the time period of the reformation 4 the effects may both be positive or both negative or they may be a combination of the two 5 the same society may be affected by both technological innovations e.g the effects of the astrolabe and of the printing press on europeans 6 as is the case with many historical topics whether an effect is positive or negative may be subject to a student s point of view the response may discuss the effects from a variety of perspectives as long as the position taken is supported by accurate facts and examples global hist geo rating guide ­ june 11 [3 vol 1

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score of 5 · thoroughly develops all aspects of the task evenly and in depth by discussing the reason each of two technological innovations was important during a specific time period and discussing the positive and/or negative effects of the technological innovation on a society or on humankind · is more analytical than descriptive analyzes evaluates and/or creates information e.g printing press links gutenberg s innovation in the 15th century to martin luther s ninety-five theses and the spread of his beliefs throughout europe connecting the emerging literacy of the people to the questioning of authority by new religious leaders during the reformation factory system links the development of the factory system to new sources of power new machinery and mass production and to the development of urban centers a working class during the 18th and 19th centuries and its effects on society in great britain · richly supports the theme with relevant facts examples and details printing press movable type gutenberg bible vernacular northern renaissance scriptoriums the index factory system domestic system water frame spinning jenny steam engine industrial revolution pollution child labor · 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 technological innovation more thoroughly than the second 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 printing press links the use of the printing press to luther s ninety-five theses the printing of the bible increases in literacy and challenges to authority by new religions throughout northern europe factory system links the use of water power and steam power to the development of new machines new manufacturing methods development of factories and to changes in working conditions that have affected working classes throughout the world · 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 aspects for each technological innovation should be discussed holistic scoring reminder this note applies only to the evaluation of bullet 1 of the rubric a response meeting this criterion does not by itself make it a level 4 or level 5 response 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 technological innovation and the response meets most of the other level 5 criteria the overall response may be a level 3 paper global hist geo rating guide ­ june 11 [4 vol 1

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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 global hist geo rating guide ­ june 11 [5 vol 1

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anchor paper ­ thematic essay level 5 ­ a global hist geo rating guide ­ june 11 [6 vol 1

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anchor paper ­ thematic essay level 5 ­ a global hist geo rating guide ­ june 11 [7 vol 1

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anchor paper ­ thematic essay level 5 ­ a anchor level 5-a the response · thoroughly develops all aspects of the task by discussing the importance of nuclear weapons and satellites and their effects on humankind · is more analytical than descriptive nuclear weapons the united states ended world war ii by dropping a nuclear bomb this showed nuclear weapons could greatly impact the world and possibly destroy it mass produced by the soviet union and the united states during the cold war nuclear weapons in india and pakistan could lead to a border dispute that escalates to nuclear annihilation money could have been better spent making life better for millions tragedy of war in iraq is an example of effects of having nuclear weapons that might get into the wrong hands the fear of this great threat magnifies the instability of global affairs satellites our means of unlocking the mysteries of the universe satellites have been to mars and pluto to explore what would take humans lifetimes to do cell phones can connect to anyone around the world because of satellites gather data that may someday save our nation from destruction satellites in outer space were part of america s star wars program humankind is becoming on global society · richly supports the theme with relevant facts examples and details nuclear weapons world war ii hiroshima nagasaki president truman communist china weapons of mass destruction iraq satellites space race sputnik men have walked on the moon gigantic space stations revolutionized communication · 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 both analysis and details are used to argue that nuclear weapons have led to competition and tensions while satellites have not only brought about superpower competition but have also led to improved communication and globalization global hist geo rating guide ­ june 11 [8 vol 1

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anchor paper ­ thematic essay level 5 ­ b global hist geo rating guide ­ june 11 [9 vol 1

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anchor paper ­ thematic essay level 5 ­ b global hist geo rating guide ­ june 11 [10 vol 1

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anchor paper ­ thematic essay level 5 ­ b anchor level 5-b the response · thoroughly develops all aspects of the task evenly and in depth by discussing why the printing press was important during the protestant reformation why the factory system was important during the industrial revolution and the effects of each technological innovation on society in general · is more analytical than descriptive printing press renaissance was bringing new ideas to europe integral to the nature of the protestant reformation made possible publication of the bible in a common national language without the printing press calvin s institutes would never have reached his audience technology gave new voices an outlet church printed the index to try to silence the new voices factory system buildings were strategically located great for the nation as a whole but gave workers a poor quality of life allowed production of textiles to respond to growing demand and colonial markets many reformers saw the factory system as the problem growth of cities often associated with inadequate housing lack of clean water and poor sanitary conditions today conditions of the early factory system have been recreated in china making it the world s wealthiest manufacturer while workers enjoy few benefits · richly supports the theme with relevant facts examples and details printing press 1517 martin luther ninety-five theses gutenberg monks vernacular religious wars factory system 1750s modernize industrialize large machines unskilled and semiskilled labor water and steam power hours of labor safety of machines · demonstrates a logical and clear plan of organization includes an introduction that identifies the innovations to be discussed and a conclusion that summarizes the discussion conclusion the response fits the criteria for level 5 a wide range of historical detail is well employed in demonstrating knowledge of each innovation and the age within which each technology was influential in this case the manner in which subject matter is applied makes the rhetorical nature of the discussion of positives and negatives appropriate and effective global hist geo rating guide ­ june 11 [11 vol 1

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anchor paper ­ thematic essay level 4 ­ a global hist geo rating guide ­ june 11 [12 vol 1

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anchor paper ­ thematic essay level 4 ­ a global hist geo rating guide ­ june 11 [13 vol 1

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anchor level 4-a the response · develops all aspects of the task but discusses why roman aqueducts and the printing press were important and the effects of the aqueducts on the romans in more depth than the effects of the printing press on european society · is both descriptive and analytical aqueducts structures utilized stacked arches to support the trough of water to keep it flowing downhill played an instrumental role in roman society led to great bath houses which promoted sanitation physical fitness and civic life for romans the aqueduct meant water for their needs printing press information became more readily available and ideas spread more quickly protestant emphasis on people reading the words of the bible for themselves was clearly the result of the printing press helped promote the interest in knowledge and learning so important to the renaissance enlightenment and scientific revolution printing press gave europeans access to ideas · supports the theme with relevant facts examples and details aqueducts lack of sanitation lack of fresh water roman engineers mock naval battles france spain empire printing press 15th century luther indulgences germany increased literacy rates · 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 4 the response offers insight understanding and application focused on the theme that technology provides access at the same time the concise nature of the discussion of the printing press limits the response global hist geo rating guide ­ june 11 [14 vol 1

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anchor paper ­ thematic essay level 4 ­ b global hist geo rating guide ­ june 11 [15 vol 1

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