p. 1

volume for teachers only the university of the state of new york mc thematic 1 2 of part i regents high school examination global history and geography friday january 28 2011 9:15 a.m to 12:15 p.m only cut here global history and geography january 28 2011 1 1 2 2 3 3 4 4 5 4 6 3 26 1 27 2 or b 28 3 29 3 30 4 31 2 32 1 33 1 34 2 35 4 36 2 37 3 38 3 39 2 40 2 41 4 42 2 43 4 44 4 45 1 46 2 47 1 48 1 49 2 50 4 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 http www.p12.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 7 4 8 2 9 2 10 1 11 4 12 3 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 copyright 2011 the university of the state of new york the state education department albany new york 12234 cut here 13 3 14 2 15 2 16 1 17 1 18 2 19 3 20 1 21 1 22 2 23 3 24 4 25 4 .

[close]

p. 2

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 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 cut here 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 i 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 cut here 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 [2]

[close]

p. 3

global history and geography content-specific rubric thematic essay january 2011 theme geography geographic features have influenced the historical and cultural development of civilizations empires countries and regions of the world task select three different geographic features and for each · discuss how this geographic feature influenced the historical and/or cultural development of a specific civilization empire country or region you may use any geographic feature from your study of global history some suggestions you might wish to consider include rivers seas oceans rain forests plains mountains deserts islands and monsoons you are not limited to these suggestions do not write about the geographic features of the united states scoring notes 1 responses to this thematic essay should discuss how each of three different geographic features influenced the historical and/or cultural development of a specific civilization empire country or region 2 if more than three geographic features are discussed only the first three geographic features can be scored 3 the same specific civilization empire country or region may be used for more than one geographic feature e.g the influence of the nile river and of the sahara desert on egypt 4 the influence of a geographic feature on the historical or cultural development of a specific civilization empire country or region may be discussed within a specific time period or over time 5 the influence may be discussed from any perspective as long as the position taken is supported by accurate historical facts and examples score of 5 · thoroughly develops all aspects of the task evenly and in depth by discussing how three different geographic features influenced the historical and/or cultural development of specific civilizations empires countries or regions · is more analytical than descriptive analyzes evaluates and/or creates information e.g rivers connects the location of early egyptian civilization on the nile river and agricultural methods such as irrigation systems to the growth of population the economy and cities oceans connects the atlantic ocean to great britain s emphasis on commercial interests its dominance as a sea power and its development as a trading empire and as an imperial power in north america and india monsoons connects the monsoons to the economic well-being of india noting both positive and negative effects and employing specific examples such as the impact on agricultural production and the production of hydroelectric power · richly supports the theme with relevant facts examples and details e.g rivers cataracts delta silt pharaohs hydroelectric power isis osiris gift of the nile calendar irrigation oceans capitalism joint stock companies mercantilism trans-atlantic trade thirteen colonies british east india company monsoons crops withering in fields flooding lack of drinking water · demonstrates a logical and clear plan of organization includes an introduction and a conclusion that are beyond a restatement of the theme [3]

[close]

p. 4

score of 4 · develops all aspects of the task but may do so somewhat unevenly by discussing one geographic feature less thoroughly than the other two geographic features · is both descriptive and analytical applies analyzes evaluates and/or creates information e.g rivers discusses efforts to control the flooding of the nile river and early egyptian agricultural methods to the development of a civilization in ancient egypt oceans discusses the role of the atlantic ocean in the development of british naval superiority and how this led to empire building and the growth of the british economy monsoons discusses the importance of the monsoons to agriculture and other businesses and how this affects the economic well-being of india · 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 two geographic features 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 score of 2 · minimally develops all aspects of the task or develops at least one geographic feature 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 [4]

[close]

p. 5

anchor paper ­ thematic essay level 5 ­ a [5]

[close]

p. 6

anchor paper ­ thematic essay level 5 ­ a [6]

[close]

p. 7

anchor level 5-a the response · thoroughly develops all aspects of the task evenly and in depth by discussing the influences of the nile river on egypt the andes mountains on the inca and bodies of water surrounding england · is more analytical than descriptive nile river it was rivers that paved the way for development of our species once people learned of the regularity of flooding a surplus of food became available civilization soon grew into a great empire egypt descendents of once nomadic people now making great strides in mathematics writing and architecture government constantly involved in rules regulating things like access to the river andes mountains mountains commonly used as symbol for something standing in the way but mountains were a key factor in south america s most famous empire the inca dictated the terms of survival for the inca mountains served as test of inca problem-solving skills survival required adaptation inca rivaled the romans in engineering and empire building bodies of water surrounding england waters kept them out of many mainland european quarrels but also better prepared them for war spanish armada destroyed in part by weather conditions english plans for colonization in north america and later imperialism in africa are evidence of reliance on the atlantic ocean for transportation because it is surrounded by water england has been able to interact with or isolate itself from rest of europe on its own terms · richly supports the theme with relevant facts examples and details nile river neolithic revolution nomadic way of life ingredients of civilization geometry surveying papyrus pyramids gift of the nile andes mountains mountains in western south america terrace farming irrigation canals potatoes canals suspension bridges thousands of miles of roads bodies of water surrounding england north sea english channel navy more feared than spanish armada · demonstrates a logical and clear plan of organization includes an introduction and a conclusion that are beyond a restatement of the theme conclusion overall the response fits the criteria for level 5 the response does a good job in defining civilization through the influence of the nile on the development of egypt assessing inca adaptation in meeting the challenges posed by mountains and characterizing surrounding bodies of water as determining the path to english development [7]

[close]

p. 8

anchor paper ­ thematic essay level 5 ­ b [8]

[close]

p. 9

anchor paper ­ thematic essay level 5 ­ b [9]

[close]

p. 10

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 the influence of mountains rivers and steppes on china · is more analytical than descriptive mountains world s tallest mountains had significant impact on china s history tended to shield china from ongoing direct contact with its neighbors in the case of the spread of buddhism from india to china contact did occur and was significant contributed to patterns of settlement some suggest this led to the cultural aspect known as sinocentrism or ethnocentrism specific to china as china turned inward her creative energies helped promote philosophies inventions engineering feats rivers china s yellow river became the site of one of the earliest civilizations damage from unpredictable flooding led the yellow river to become known as china s sorrow without its rivers china would not have been able to develop they built and maintained dikes and channels to direct the flow to try to prevent flooding death and famine steppes home to nomadic herders and led to a series of invasions for hardy mongols steppes served as training ground for military and an invasion route into china mongols created exclusive government · richly supports the theme with relevant facts examples and details mountains himalayas confucianism block printing rivers fertile soil known as loess steppes shi-huangdi great wall ghengis khan song dynasty ming dynasty yuan dynasty · demonstrates a logical and clear plan of organization includes an introduction and a conclusion that are beyond a restatement of the theme conclusion overall the response fits the criteria for level 5 the treatment in this response demonstrates skillful use of historical knowledge in discussing the effects of geography on china through references to various cultural innovations and dynasties concentrating on a single country leads to a well-integrated response [10]

[close]

p. 11

anchor paper ­ thematic essay level 4 ­ a [11]

[close]

p. 12

anchor paper ­ thematic essay level 4 ­ a [12]

[close]

p. 13

anchor paper ­ thematic essay level 4 ­ a [13]

[close]

p. 14

anchor level 4-a the response · develops all aspects of the task but develops the nile river in egypt and england s island status in more depth than the gobi desert in china · is both descriptive and analytical nile river ancient egypt worshipped gods related to the nile another god symbolized the importance of flooding and was associated with riches the nile provided while the nile provided access to the mediterranean the delta was an obstacle to invasion island status english fished traded pirated for years prior to the notorious sea dogs of elizabethan times who plundered spanish ships english were relatively free to carry out their squabbles without intervention because england was an island knew exactly how to work the seas to their advantage defeated the spanish armada and became a world naval power influenced them to imperialize 25 of the world gobi desert contributed eventually to view they were superior to other nations while gobi discouraged most chinese from settling for mongols the desert was a path to invasion · supports the theme with relevant facts examples and details nile river egypt s main source of life irrigation annual floods fertile silt osiris an important god associated with fertility of soil festival rituals island status 100 years war queen elizabeth i protestant king phillip ii catholic execution of mary queen of scots english channel gobi desert vast sparsely populated caused china to be somewhat isolated middle kingdom great wall yellowish windblown soil called loess loess enriched china s soil · 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 includes facts examples and details for all three geographic features the case study approach used to discuss the island status of england lends itself to historical analysis however the absence of a historical frame of reference in the discussion of the gobi promotes description not discussion [14]

[close]

p. 15

anchor paper ­ thematic essay level 4 ­ b [15]

[close]