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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 june 19 2009 9:15 a.m to 12:15 p.m only cut here global history and geography june 19 2009 1 2 2 4 3 1 4 2 5 3 6 4 26 3 27 3 28 1 29 2 30 4 31 3 32 2 33 3 34 4 35 4 36 3 37 1 38 1 39 2 40 4 41 1 42 2 43 3 44 2 45 1 or a 46 3 or c 47 4 48 4 49 4 50 1 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.emsc.nysed.gov/osa and select the link examination 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 1 8 4 9 2 10 2 11 3 12 1 13 4 14 2 15 2 16 3 17 2 18 3 19 2 cut here 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 2009 the university of the state of new york the state education department albany new york 12234 20 1 21 1 22 2 23 1 24 3 25 4 .[close]
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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]
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global history and geography content-specific rubric thematic essay june 2009 theme human rights throughout history there have been many examples where groups of people have been denied their human rights individuals groups and governments have attempted to end many of these human rights violations although they have not always been successful task select two different examples from history where human rights have been denied to groups of people and for each · · · explain the historical circumstances that led to the denial of human rights describe how the human rights of that group were denied discuss an action taken by an individual a group or a government that attempted to end the human rights violations you may use any example of human rights violations from your study of global history some suggestions you might wish to consider include the indigenous people in latin america during the encounter jews in russia during the pogroms the armenians under the ottomans blacks under apartheid in south africa chinese students in tiananmen square bosnian muslims in the former yugoslavia and women under the taliban in afghanistan you are not limited to these suggestions scoring notes 1 this thematic essay has a minimum of six components the historical circumstances that led to the denial of human rights for each of two groups how the rights of each group were denied and an action by an individual a group or a government that attempted to end the human rights violations for each group 2 the same group may be used for both historical examples as long as both examples are supported with accurate historical facts e.g jews in russia during the pogroms and jews in europe during the holocaust 3 the action taken by an individual a group or a government to end a human rights violation should be related to the human rights that were denied to the group 4 the discussion of how the human rights of the group were denied may be discussed as part of the explanation of the historical circumstances 5 the question what constitutes a human right should be resolved by referring to the universal declaration of human rights [3][close]
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score of 5 · thoroughly develops all aspects of the task evenly and in depth by explaining the historical circumstances that led to the denial of human rights describing how the human rights of that group were denied and discussing an action taken by an individual group or a government in an attempt to end the human rights violations for two different examples in history · is more analytical than descriptive analyzes evaluates and/or creates information e.g apartheid in south africa connects the national party establishment of the apartheid policy in south africa protecting the power of the white minority afrikaners to the claim that the white government s pass system restricting of movement of blacks would preserve the cultural character of whites and nonwhites coloureds asians and blacks and then discussing the efforts of the african national congress anc to overcome apartheid chinese students in tiananmen square contrasts the totalitarian nature of chinese communism since 1949 with student goals of greater democracy and reform of the system linking deng s orders to suppress the student demonstration of 1989 to mao s suppression of critics in the cultural revolution contrasts the broadcasts of violence associated with the use of military force to crush peaceful protests with the verbal condemnation but otherwise virtual inaction of nations around the world linking relatively short prison terms for some student leaders to government efforts to appear conciliatory · richly supports the theme with relevant facts examples and details e.g apartheid in south africa nelson mandela sharpeville homelands policy townships student uprisings in soweto afrikaans desmond tutu sanctions chinese students in tiananmen square party secretary hu yaobang peking university may fourth movement forbidden city visit by gorbachev hunger strike goddess of democracy martial law tank man · 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 aspect of the task less thoroughly than the others for both groups or discussing all aspects for one group more thoroughly than for the second group · is both descriptive and analytical applies analyzes evaluates and/or creates information e.g apartheid in south africa explains the establishment of the apartheid policy in south africa by the national party as a means of protecting the power of the white minority over nonwhites coloureds asians and blacks describing how the white government restricted movement and maintained control over lands and resources using a pass system and discussing nelson mandela s role as the chief spokesman for the antiapartheid movement chinese students in tiananmen square connects the suppression of human rights by deng s government to the totalitarian nature of chinese communism describing the deaths of hundreds of students that resulted from government-ordered tank attacks on demonstrators and discussing the inaction of other nations toward peaceful protests beyond condemnation of the chinese government · 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 of 5 and 4 all components of the task should be developed holistic scoring reminder this note applies only to the evaluation of bullet 1 of the rubric [4][close]
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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 group whose human rights have been denied 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 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 [5][close]
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anchor level 5-a the response · thoroughly develops all aspects of the task evenly and in depth by discussing the historical circumstances that led to denial of human rights how human rights were denied and actions taken to end the denial of human rights for jews during the holocaust and for chinese students in tiananmen square · is primarily analytical jews during the holocaust hitler rose to power by feeding off discontent of the german people germany believed they had never lost world war i demilitarization especially humiliating because germans valued the military great depression severely undermined authority of the weimar republic german people were looking for someone to blame for the problems and hitler gave it to them nazis called upon so-called ethnic experts to determine who was of a superior race jews were required to have curfew wear jewish stars be separated from gentiles in all areas including school and businesses jewish businesses vandalized and synagogues burned people forced into cattle cars shipped to camps like auschwitz where men and women were separated the weak were gassed to death after being told they were going for a shower although way too many people stood by and let this genocide happen there was some resistance in denmark jews were transported to other countries some gentile families hid jews like the family that hid anne frank students in tiananmen square angry with criticism during the hundred flowers movement mao sought to eliminate all influences on public opinion other than his own mao established the precedent of use of force to put down independent thought four modernizations stressed more individual decision making private ownership and some of the competition of a market economy since the economy was growing and society was changing the people wanted a voice in government unlike gorbachev whose openness and economic restructuring were parallel reforms the communist party in china saw political freedoms as a threat to their political power small statue of lady liberty that represented students hope for democracy was a symbol of their protest china s leaders decided to end the demonstration unknown man who stood in front of the tanks resisted the human rights abuses others would see his fight for democracy was more important than his life like gandhi s nonviolent protests he must have believed the stigmatism of killing innocents would eventually cause a change in the way government was run · richly supports the theme with relevant facts examples and details jews during the holocaust treaty of versailles war-guilt clause reparations about $30 billion otto von bismarck blood iron national socialist party beer hall putsch final solution third reich charlemagne nuremberg laws allied forces oskar schindler students in tiananmen square red guard persecuted intellectuals teachers lawyers doctors and top bureaucrats great proletarian cultural revolution deng xiaoping mao s five-year plans great leap forward may 1989 anniversary of the may fourth movement · 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 ongoing analysis and extensive command of detail demonstrate knowledge of the origins and nature of the holocaust analysis also shows that the precedents set during communist china s history made the fate of the students in tiananmen square inevitable [10][close]
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anchor level 5-b the response · thoroughly develops all aspects of the task evenly and in depth by discussing the historical circumstances that led to denial of human rights how human rights were denied and actions taken to attempt to end human rights abuses for indigenous people during the encounter and jews in russia during the reign of alexander iii of russia · is more analytical than descriptive indigenous people during the encounter aztec peoples welcomed cortes as the returning god quetzalcoatl cortes repaid them by executing montezuma spanish established a stratified society that regarded native americans as inferior under encomienda system natives were forced to labor long hours under harsh conditions in the spanish view of things those at the bottom were only there to make things better for those at the top large portions of the native population died from diseases such as smallpox and those that tried to fight or resist were slaughtered by advanced spanish weaponry and mounted cavalry spanish priests protested injustices and eventually got the king s attention king was far away so distance ultimately decided little would change native american empires were never able to recover jews in russia during the reign of alexander iii of russia alexander ii known as the liberator or red tsar alexander iii limited reforms and attempted to centralize the state and achieve russification pogroms persecuted jews and tried to drive them out of russia jews were forced to live in the pale of settlement where opportunities were limited entrance to top professions like law or medicine was almost completely shut off herzl argued that jews needed a state of their own to live safely · richly supports the theme with relevant facts examples and details indigenous people during the encounter mesoamerica peninsulares creoles mestizos mulattoes silver mines of potosi bolivia polytheism inca jews in russia during the reign of alexander iii of russia assassination of alexander ii great russian nicholas i zionist movement · 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 demonstrates a clear understanding of how exploitation of indigenous peoples was central to a spanish system of colonial rule that resisted even the king s attempt at reform a policy of state-sponsored antisemitism under alexander iii is described in detail effectively tying conditions of russian jews victimized by pogroms to herzl s appeal for a separate jewish state [14][close]
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