Updated: Global History and Geography II Regents Examination Rubrics for Part II Revised Prototype

GLOBAL HISTORY AND GEOGRAPHY II

REGENTS EXAMINATION

RUBRICS FOR PART II REVISED PROTOTYPE

WINTER 2018

Updated July 2023

Detailed Directions for Training Raters to Score Responses to

Constructed-Response Questions

In training raters to score responses to the Part II CRQs of these examinations, follow the procedures

outlined below:

Introduction to the Questions—

The introduction to the questions may take place once the administration of the

examination has begun.

Raters read the questions for each CRQ.

Raters identify the answers to each question.

Raters discuss possible answers and summarize expectations for responses.

Introduction to the Specific Rubric—

The introduction to the specific rubric may take place once the Uniform Statewide

Admission Deadline has passed and the scoring key and rating guide have been

obtained from the Department’s website.

Trainer leads review of specific rubric with reference to the task.

Trainer reviews procedures for assigning scores, i.e., by matching evidence from the

question to the rubric.

Trainer leads discussion of scoring criteria until raters feel confident enough to move on to

actual rating.

Each question in each CRQ is to be scored by one rater.

Scoring Notes for Short Answer Questions

Question 1

1. The response to the context question will not usually come directly from

Historical circumstances

the document, but it will be related to information in the document.

or Geographic Context

Responses must be both historically/geographically accurate AND tied to

(using document 1)

the document/question.

Question 2

Sourcing

(using document 2)

2. The response will provide information about bias, point of view,

audience, or purpose of the document.

Question 3

Relationship between

documents:

Types

• Causation

AND

• Turning Point

Causation

The response will use evidence from both documents to identify

and explain a cause-and-effect relationship between the events

and/or ideas found in these documents.

AND

Turning Point

3a. The response will use evidence from both documents to identify a

turning point directly associated with the historical developments found

in both documents.

3b. The response will use evidence from both documents to explain how

the turning point identified created significant change.

Comparison

3a. The response will use evidence from both documents to identify a

• Comparison

(using both documents

1 and 2)

similarity or a difference associated with the events, ideas, or historical

developments shown in the documents.

3b. The response will use evidence from both documents to explain the

similarity or a difference identified.

Global History and Geography II

Part II Specific Rubric

Constructed-Response Questions

Prototype Sets

SHORT ANSWER QUESTIONS—SET #1 (Causation)

Document 1

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

Explain the historical circumstances that led to the development of this document.

Score of 1:

Correct response

Examples: World War I was fought in Europe between the Allies and the Central Powers;

militarism in Europe led to World War I which cost many lives; the assassination of

Archduke Franz Ferdinand of Austria-Hungary led to World War I which ended in

1918; a system of alliances in Europe led to World War I being fought from 1914–

1918; the rise of nationalism in the Balkans led to competition among European

powers and to World War I; the United States entered World War I, helping the

Allies win the war/leading to Germany losing the war; President Woodrow Wilson

called for an end to World War I and proposed a peace plan called Fourteen Points;

World War I was fought in Europe; competition between European countries for

colonies in Africa helped lead to World War I

Score of 0:

• Incorrect response

Examples: World War II; rise of Nazism and Adolf Hitler; the Allies forced Germany to

demilitarize/to accept responsibility for the war/to pay reparations; creation of the

League of Nations

• No response

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

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

ideas.

Score of 1:

Correct response

Examples: since his cartoons were directed at an American audience, Fitzpatrick wanted to

convince them that Nazism/Hitler was a threat; Fitzpatrick is concerned Americans

are not paying enough attention to the events in Europe and he wants to make them

aware; focused on domestic issues associated with the Great Depression, Fitzpatrick

depicted Hitler as militaristic/wearing the traditional German military helmet to

draw the attention of American readers to what he saw as a potential threat;

Fitzpatrick wanted to remind the audience/veterans/Americans that World War I did

not keep the world safe for democracy; Fitzpatrick wants to warn Americans that

the Versailles Treaty did not solve the world’s problems; Fitzpatrick wants to warn

Americans of the dangers of fascism in Europe

Score of 0:

• Incorrect response

Examples: Hitler comes from the Versailles Treaty; he wants to convince Americans to remain

neutral during the next conflict; the Nazi party ignored Fitzpatrick; his ideas did not

convince Hitler to sign the Treaty of Versailles

• No response

Document 1

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

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

Identify and explain a cause-and-effect relationship associated with the events and/or

ideas found in these documents. Be sure to use evidence from both documents 1 and 2 in

your response.

Score of 1:

Correct response

Examples: the demobilization of the Germans led to a rise in German nationalism and the

rebuilding of the military under Hitler; German resentment over the harsh

conditions of the Treaty of Versailles led to the rise of Hitler/Nazism; poor

economic conditions in Germany resulting from paying reparations led to the

success of Hitler in Germany; provisions of the Treaty of Versailles ratified by the

German government and condemned by Hitler led to the emergence of Hitler as a

leader; Hitler’s Party rose to power by renouncing the Versailles Treaty; the Treaty

of Versailles influenced the rise of Hitler/Nazis to power in Germany

Score of 0:

• Incorrect response

Examples: the Treaty of Versailles contained Hitler; the Versailles Treaty caused Americans to

punish Hitler; Hitler’s defeat in World War I led to the Versailles Treaty

• No response

SHORT ANSWER QUESTIONS—SET #2 (Turning Point)

Document 1

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

Score of 1:

Correct response

Examples: Japanese industrialization and militarism led to the desire for more territory and

resources; Japan lacks industrial resources/oil/coal/iron ore and was interested in

expanding to mainland Asia and into the Pacific to obtain them/it; nationalism led to

Japan’s desire to extend its sphere of influence to mainland Asia as other

imperialists had done; Japan’s mountains/islands had limited farmland and living

space that led to a desire for additional territory/expansion; economic sanctions

placed on Japan by the United States and other countries pushed Japan to keep

fighting in China; Japan wanted to secure strategic territories along the coastline of

mainland Asia to protect their trade interests and their economy; Japan wanted coal

from Manchukuo; Japan wanted colonies to supply goods/raw materials that were

scarce at home; Japan’s population /industrial development relied on agricultural

products/food produced in/imported from its Asian colonies; Japan wanted to build

a co-prosperity sphere/Greater Asia region free of the control of Western

powers/Asia for Asians

Score of 0:

• Incorrect response

Examples: Japan is an island/archipelago/mountainous; Japan invaded Pearl Harbor; Japan was

isolated; Japan was defeated in World War II; Japan had annexed Chosen/Korea;

Japan had been conquered

• No response

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

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

occurred in Nagasaki on August 9, 1945.

Score of 1:

Correct response

Examples: to recall/explain what happened on the day an atomic bomb was dropped on

Nagasaki; he wanted people to know how the bombing had affected the people and

area in which it was dropped; he wanted to describe what happened to him and the

buildings near him so that others would know how terrifying it had been; to describe

the infrastructural damage to Nagasaki caused by dropping the bomb; he wanted to

describe the devastation caused by the atomic bomb dropped on Nagasaki; Dr.

Akizuki wants to share his experience as an atomic bomb survivor; wants to show

what he experienced to educate others so that people do not forget what happened in

Nagasaki

Score of 0:

• Incorrect response

Examples: Dr. Akizuki wanted to show that Nagasaki was prepared for the attack since

Hiroshima had already been bombed; he wanted to show that churches and hospitals

were not affected by the bomb; he wanted everyone to know that he was knocked

down; to describe the end of the world; to describe Nagasaki in 1980; to describe

fire; to describe the sky; to explain the bombing of Urakami Hospital/Urakami

Church

• No response

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

3a. Identify a turning point directly associated with the historical developments found in both

documents 1 and 2.

Score of 1

Correct response

Examples: the dropping of the atomic bomb on Japan; the end of World War II, the defeat of

Japan in World War II; Cold War

Score of 0

• Incorrect response

Examples: Meiji Restoration; Axis Powers; spheres of influence

• No response

3b. Explain how the turning point you identified created significant change, using evidence

from both documents 1 and 2.

Score of 1

Correct response

Examples: dropping the atomic bomb on Nagasaki ended World War II and Japanese

expansion in the Pacific; Japan’s empire/co-prosperity sphere was destroyed after

the dropping of Fat Man/the atomic bomb on Nagasaki; Japan was a leading

military power in Asia before World War II, but after the dropping of the bomb and

their defeat, Japan no longer has a strong army; in the 1930s, countries were using

conventional weapons to fight wars and gain territory, but since 1945, the threat of

using nuclear weapons to expand into territories has been present; Japan expanded

into Korea before World War I, but after the dropping of the atomic bomb on

Nagasaki and Japan’s defeat, Korea was divided by the Soviets and the Americans;

after conquering many areas in Asia, Japan bombed Pearl Harbor bringing the

United States into World War II, which ended when the United States dropped

atomic bombs on Japan

Score of 0

• Incorrect response

Examples: the Japanese bombed Pearl Harbor and the United States bombed Nagasaki; the

Meiji Restoration led to competition between Japan and the United States to make

nuclear weapons; the Japanese Empire was bombed

• No response

Scoring Note: If a response provides a correct explanation for question 3b, the response is awarded

one credit even if the explanation is not tied to the turning point identified in

question 3a.

Scoring information for Question 3b:

For turning point CRQs, answers for 3b are incorrect if

• they only identify and do not explain

• they are not using evidence related to information in both documents

• they provide incorrect information

• they do not answer the question

SHORT ANSWER QUESTIONS—SET #3 (Comparison)

Document 1

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

Explain the historical circumstances that led to the situation described in this passage

Score of 1:

Correct response

Examples: the Industrial Revolution led to the use of steam power/mechanized

weapons/advanced technology which aided imperialism; the Industrial Revolution

led to European desire for resources/markets/colonies in Africa; improvements in

maritime technology/medical advancements during the 1800s allowed for

Europeans to travel to the interior of Africa; European desire to spread

Christianity; European ethnocentrism led to imperialism in Africa; because of the

industrial Revolution, the expanding British Empire wanted to control key rivers to

encourage trade/capitalism/gain markets; Britain had been engaged in the region

due to the slave trade and saw a moral obligation to rid Africa of such cruelty;

European interest in Africa was increasing due to travel/adventure books written by

explorers; Britain had emerged as a powerful country after defeating Napoleon

Score of 0:

• Incorrect response

Examples: imperialism; steam engine; Social Darwinism; “White Man’s Burden”; gold/salt

trade; slave labor

• No response

Scoring Note: Answers for historical circumstances must be historically accurate. The document is

from 1837; thus answers discussing Social Darwinism (late 1800s) and White Man’s

Burden (1899), though related to imperialism, are not accurate.

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

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

British colonialism.

Score of 1:

Correct response

Examples: British colonialism has had many negative impacts on Nigeria; British colonialism

created racial segregation/discrimination and has made it difficult for

Nigerians/colonial people to develop their personalities; imperialism has made it

difficult for Africa to develop; colonialism has made education/medical care

available to only a few; Nigeria lacks public services and infrastructure in most

communities due to British colonialism; human rights/personal freedoms are not

guaranteed due to British colonialism; the British created a legacy of oppressive

penal codes and medieval prisons; he sees the British as ogres/monsters for creating

segregation and discrimination; religious freedom/Christianity is a “pearl of great

price”; it was negative/negative; he saw it as oppressive/oppressive

Score of 0:

• Incorrect response

Examples: education is obtainable for all because of the British; had a positive impact;

imperialism; British are a small minority; British are lacking; Nigeria is lacking;

Britain paid a great price for Nigeria; a pearl of great price

• No response

Document 1

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 wouldhave

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

Document 2

namdi 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

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

expressed in documents 1 and 2.

Score of 1:

Correct response

Similarities: both documents discuss the power of the colonizers; both documents discuss

control of areas in West Africa; both address Christianization/religion in West

Africa/Africa

Differences: two different perspectives about British imperialism are expressed; document 1

expresses British reasons for imperialism and document 2 expresses reasons to

decolonize

Score of 0:

• Incorrect response

Examples: they were written at different times/the years are different; imperialism; both

believe industrial technology will play a part in the future of Nigeria; document 1 is

positive, document 2 is negative

• No response

3b. Explain the similarity or the difference you identified using evidence from both documents.

Score of 1:

Correct response

Similarities: Laird suggests that Western culture can adapt to and improve the world, and

Azikiwe’s life and speech show that Western education was possible, but was only

available to a few privileged Africans; both documents discuss how Europeans

came to West Africa and had the ability to make many changes in society; both

Laird and Azikiwe view being able to practice the Christian religion as positive

Differences: Laird believes that an Anglo-Saxon presence will bring peace and prosperity to

British colonies and Azikiwe explains that British colonization resulted in

discrimination; document 1 presents the British in immortal and protective terms

whereas document 2 presents them as oppressive/monsters; Laird suggests that

morality from the Bible will empower Africa and Azikiwe states that such a

benefit came with a price, including the loss of indigenous identity/religions;

document 1 shows how Europeans are now able to explore/conquer more of West

Africa while document 2 shows how Nigerians have suffered as a result of this

conquering; document 1 shows the power of Europeans due to their technology

and document 2 shows how that technology was unevenly distributed in Nigeria

Score of 0:

• Incorrect response

Examples: in document 1, Laird writes about Africa and in document 2, Azikiwe writes about

Africa; Laird is in favor of exploration in Africa and Azikiwe thinks roads should be

built; document 1 talks about mighty streams, but document 2 says that there are not

sufficient water supplies; document 1 explains that African imperialism is

impossible, but document 2 shows it happened

• No response

Scoring information for Question 3b:

For similarity/difference CRQs, answers for 3b are incorrect if

• they only identify and do not explain

• they are not using evidence related to information in both documents

• they provide incorrect information

• they do not answer the question