FOR TEACHERS ONLYThe University of the State of New YorkREGENTS HIGH SCHOOL EXAMINATIONVOLUME2 2OFDBQGLOBAL HISTORY AND GEOGRAPHYWednesday, June 18, 2014 — 9:15 a.m. to 12:15 p.m., onlyRATING GUIDE FOR PART III AAND PART III B(DOCUMENT-BASED QUESTION)Updated information regarding the rating of this examination may be posted on theNew York State Education Department’s web site during the rating period. Visit thesite at: and select the link “Scoring Information”for any recently posted information regarding this examination. This site should bechecked before the rating process for this examination begins and several timesthroughout the Regents Examination period.Contents of the Rating GuideFor Part III A Scaffold (open-ended) questions: A question-specific rubricFor Part III B (DBQ) 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 orderedby score level from high to low. Commentary explaining the specific score awarded to each paper Five prescored practice papersGeneral: Test Specifications Web addresses for the test-specific conversion chart and teacherevaluation formsMechanics of RatingThe procedures on page 2 are to be used in rating papers for this examination. More detailed directionsfor the organization of the rating process and procedures for rating the examination are included in theInformation Booklet for Scoring the Regents Examination in Global History and Geography andUnited States History and Government.Copyright 2014The University of the State of New YorkTHE STATE EDUCATION DEPARTMENTAlbany, New York 12234

GLOBAL HISTORY AND GEOGRAPHYRating 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 responsesIntroduction 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 responseto the rubric Trainer leads review of each anchor paper and commentaryPractice scoring individually— Raters score a set of five papers independently without looking at the scores and commentariesprovided Trainer records scores and leads discussion until the raters feel confident enough to move on toactual rating(2) When actual rating begins, each rater should record his or her individual rating for a student’s essay onthe rating sheet provided, not directly on the student’s essay or answer sheet. The rater should notcorrect 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 thatdiffer by more than one point.Rating the Scaffold (open-ended) Questions(1) Follow a similar procedure for training raters.(2) The scaffold questions are to be scored by one rater.(3) The scores for each scaffold question must be recorded in the student’s examination booklet and on thestudent’s answer sheet. The letter identifying the rater must also be recorded on the answer sheet.(4) Record the total Part III A score if the space is provided on the student’s Part I answer sheet.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 requirednumber of times as specified in the rating guides, regardless of the final exam score. Schools arerequired to ensure that the raw scores have been added correctly and that the resulting scalescore has been determined accurately. Teachers may not score their own students’ answerpapers.The scoring coordinator will be responsible for organizing the movement of papers, calculating a finalscore for each student’s essay, recording that score on the student’s Part I answer sheet, and determiningthe student’s final examination score. The conversion chart for this examination is located at and must be used for determining the final examination score.Global Hist. & Geo. Rating Guide – June ’14[2]Vol. 2

Global History and GeographyPart A Specific RubricDocument-Based QuestionJune 2014Document 1Origins and Spread of the Black Death in AsiaSaraiAstrakhanBlack Sea1346Aral SeaMediterraneanSeaLake BalkhashSamarkandCaspian SeaBaghdad1338-1339Kashgar LakeIssyk KulPERSIARed SeaPekingXianPersian tagong1320s?Arabian mmon Sea Trade RoutesCommon Overland Trade RoutesNIndian OceanWBORNEOEAreas of PlagueSSUMATRADates Represent Breakout of PlagueSource: Melissa Snell, “Origins and Spread of the Black Death in Asia,” Medieval History, (adapted)1Based on the information on this map, what activity contributed to the spread of theBlack Death?Score of 1: Identifies an activity that contributed to the spread of the Black Death as shown on this mapExamples: trade; people traveling along the trade routes/people traveling along the SilkRoad in Asia; travel/trade along sea routes; trading with other areasScore of 0: Incorrect responseExamples: people refusing to travel; stopping trade; only using land routes; plague Vague responseExamples: spreading; swimming; breaking out; Silk Road; routes No responseGlobal Hist. & Geo. Rating Guide – June ’14[3]Vol. 2

Document 2In this excerpt, William H. McNeill discusses the interpretation of historical evidence to explain how theplague was spread. He suggests that available evidence makes it unlikely that the plague was found in Chinabefore 1331. By contrast, after 1331, and more particularly after 1353, China entered upon a disastrousperiod of its history. Plague coincided with civil war as a native Chinese reaction against theMongol domination gathered headway, climaxing in the overthrow of the alien rulers and theestablishment of a new Ming Dynasty in 1368. The combination of war and pestilence [disease]wreaked havoc on China’s population. The best estimates show a decrease from 123 million [in]about 1200 (before the Mongol invasions began) to a mere 65 million in 1393, a generation afterthe final expulsion of the Mongols from China. Even Mongol ferocity cannot account for such adrastic decrease. Disease assuredly played a big part in cutting Chinese numbers in half; andbubonic plague, recurring after its initial ravages at relatively frequent intervals, just as inEurope, is by all odds the most likely candidate for such a role. Source: William H. McNeill, Plagues and Peoples, Quality Paperback Book Club (adapted)2 According to William H. McNeill, what was one way the plague affected China after 1331?Score of 1: States a way the plague affected China after 1331 according to William H. McNeillExamples: it was one of the reasons population decreased dramatically; many peopledied; wreaked havoc on China’s population; it was one of the reasons thepopulation decreased from 123 million to 65 million/population was cut inhalf; it helped influence the end of the Mongol regime/overthrow of alienrulers; it helped lead to the establishment of the Ming dynasty; it helped causeChina to enter a disastrous period of its historyScore of 0: Incorrect responseExamples: Mongols became fierce warriors; Mongol domination gathered headway; itwas just as in Europe; as a reaction against Mongol domination Vague responseExamples: it was a drastic decrease; it was by all odds; it gave best estimates; plaguecoincided with civil war; frequent intervals; weakened No responseGlobal Hist. & Geo. Rating Guide – June ’14[4]Vol. 2

Document 3Social and Economic Effects of the Plague in EuropeThe plague had large scale social and economic effects, many of which are recorded in theintroduction of the Decameron. People abandoned their friends and family, fled cities, and shutthemselves off from the world. Funeral rites became perfunctory [superficial] or stoppedaltogether, and work ceased being done. Some felt that the wrath of God was descending uponman, and so fought the plague with prayer. Some felt that they should obey the maxim [saying],“Eat, drink, and be merry, for tomorrow you may die.” The society experienced an upheaval toan extent usually only seen in controlled circumstances such as carnival [festival]. Faith inreligion decreased after the plague, both because of the death of so many of the clergy andbecause of the failure of prayer to prevent sickness and death. Source: “Plague,” Decameron Web, Brown University (adapted)3 According to this article, what was one effect of the plague on European society?Score of 1: States an effect of the plague on European society according to this articleExamples: people abandoned their friends/family; people fled/left cities; people shutthemselves off from the world; funeral rites became perfunctory/superficial;sometimes there were no funerals; work ceased being done; some peopleprayed to fight off the plague; some people thought they should “eat, drinkand be merry for tomorrow you may die”; some people thought they weregoing to die tomorrow; society experienced an upheaval; faith in religiondecreased; some thought it was the wrath of God descending upon them; theythought prayer had failed to prevent sickness and death; many clergy died;literary works such as the Decameron were created describing effects of theplagueScore of 0: Incorrect responseExamples: people moved to cities; people experienced carnivals/festivals; work increased Vague responseExamples: they should obey the maxim/saying; circumstances were controlled; therewere effects; recorded No responseGlobal Hist. & Geo. Rating Guide – June ’14[5]Vol. 2

Document 4 The Chinese had long been opposed to the opium trade. The drug had been introducedinto China by Dutch traders during the seventeenth century. As early as 1729, there wereimperial decrees forbidding the sale and smoking of this “destructive and ensnaring vice.” In1796, Jiaqing, the new emperor, placed a complete ban on its importation, but he was a weakadministrator and soon pirates and opium merchants were bribing officials to look the otherway. By 1816, the [British] East India Company had imported 3,000 chests of opium from itspoppy fields in the north Indian state of Punjab. By 1820, this had risen to 5,000 and by 1825to almost 10,000.As more and more Chinese became addicts, and silver flowed out of the economy toBritish coffers, the Chinese government moved toward confrontation. The emperorDaoguang, who came to the throne in 1821 was a reformer, and, supported by his advisor LinZexu (1785–1850), the emperor banned opium in 1836 and ordered the decapitation of“foreign barbarians” who concealed and traded the drug. Source: Perry M. Rogers, ed., Aspects of World Civilization: Problems and Sources in History, Volume II, Prentice Hall(adapted)4a According to Perry Rogers, what was one reason the Chinese were unsuccessful inhalting the opium trade?Score of 1: States a reason the Chinese were unsuccessful in halting the opium trade according to PerryRogersExamples: emperor Jiaqing was a weak administrator; pirates/opium merchants bribedofficials; officials were looking the other way when pirates/merchants soldopium; more and more Chinese became addicts; efforts to ban opium importsdid not work; the British/British East India Company were determined tocontinue the opium trade; because it was a destructive and ensnaringvice/opium was addictiveScore of 0: Incorrect responseExamples: the Chinese had long been opposed to the opium trade; the drug had beenintroduced by Dutch traders during the 17th century; British East IndiaCompany had poppy fields Vague responseExamples: it was forbidden; they were opposed; it was introduced; 3,000, 5,000 or10,000 chests No responseGlobal Hist. & Geo. Rating Guide – June ’14[6]Vol. 2

4b According to Perry Rogers, what was one effort made by the Chinese to halt theEuropean trade in opium?Score of 1: States an effort made by the Chinese to halt the European trade in opium according to PerryRogersExamples: imperial decrees were issued against sale/smoking of opium; Jiaqing placed acomplete ban on its importation; the emperor/Daoguang banned opium in1836; Daoguang ordered the decapitation of “foreign barbarians” whoconcealed/traded the drug; a ban was placed on imports of it; the governmentmoved toward confrontationScore of 0: Incorrect responseExamples: the Chinese had long favored the opium trade; silver flowed out of theeconomy; emperor Daoguang supported the sale/smoking of opium; more andmore Chinese became addicts Vague responseExamples: it was introduced; there were poppy fields; it went to British coffers; supportof advisor Lin Zexu No responseGlobal Hist. & Geo. Rating Guide – June ’14[7]Vol. 2

Document 5The Treaty of Nanjing was signed by Great Britain and China following the Opium War (1839–1842).An Excerpt from the Treaty of NanjingARTICLE III.It being obviously necessary and desirable, that British Subjects should have some Portwhereat they may careen and refit their Ships, when required, and keep Stores for thatpurpose, His Majesty the Emperor of China cedes [gives] to Her Majesty the Queen of GreatBritain, etc., the Island of Hongkong, to be possessed in perpetuity [forever] by Her BritannicMajesty, Her Heirs and Successors, and to be governed by such Laws and Regulations as HerMajesty the Queen of Great Britain, etc., shall see fit to direct.Source: “Treaty of Nanjing (Nanking), 1842,” USC-UCLA Joint East Asian Studies Center5 What did the British gain as a result of the Treaty of Nanjing?Score of 1: Identifies what the British gained as a result of the Treaty of NanjingExamples: island of Hong Kong; possession of Hong Kong; a port whereat t

Global Hist. & Geo. Rating Guide – June ’14 [3] Vol. 2 Document 1 Global History and Geography Part A Specific Rubric Document-Based Question June 2014 Calicut Source: Melissa Snell, “Origins and Spread of the Black Death in Asia,” Medieval History, (adapted) Mediterranean Sea Black Sea Caspian Sea Red Sea Arabian Sea South .