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Document Analysis
Usmah Ibn Munqidh (1095–1188) was a Syrian warrior and nobleman,
who fought against the Frankish knights with Saladin in the Third
Crusade. As a resident of the area around Palestine, he had the
opportunity to befriend a number of Europeans. His autobiography
dates from around 1175.
They brought before me a knight in whose leg an abscess had
grown; and a woman afflicted with imbecility. To the knight I
applied a small poultice until the abscess opened and became well;
and the woman I put on diet and made her humor wet. Then a Frankish
physician came to them and said, “This man knows nothing about
treating them.” He then said to the knight, “Which wouldst thou
prefer, living with one leg or dying with two?” The latter replied,
“Living with one leg.” The physician said, “Bring me a strong
knight and a sharp ax.” A knight came with the ax. And I was
standing by. Then the physician laid the leg of the patient on a
block of wood and bade the knight strike his leg with the ax and
chop it off at one blow. Accordingly he struck it—while I was
looking on-one blow, but the leg was not severed. He dealt another
blow, upon which the marrow of the leg flowed out and the patient
died on the spot. He then examined the woman and said, “This is a
woman in whose head there is a devil which has possessed her. Shave
off her hair.” Accordingly they shaved it off and the woman began
once more to cat their ordinary diet-garlic and mustard. Her
imbe-cility took a turn for the worse. The physician then said,
“The devil has penetrated through her head.” He therefore took a
razor, made a deep cruciform incision on it, peeled off the skin at
the middle of the incision until the bone of the skull was exposed
and rubbed it with salt. The woman also expired instantly.
Thereupon I asked them whether my services were needed any longer,
and when they replied in the negative I returned home, having
learned of their medicine what I knew not before.
Source: Usmah Ibn Munqidh, Autobiography, c. 1175
1. Explain the historical circumstances that resulted in the
encounter between Usmah Ibn Munqidh and the Frankish physician.
[1]
2. Based on this excerpt from Usmah Ibn Munqidh’s Autobiography
identify his point of view concerning European medical knowledge.
[1]
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Document 2
Louis de Rouvroy, Duc de Saint-Simon (1675–1755), was the godson
of Louis XIV. He was brought up in Versailles and had the
opportunity to observe first-hand the daily life of the court. His
Memoirs provide one of the most complete accounts we have of the
reign of Louis XIV. The Duc de Saint-Simon was a close follower of
political developments.
Not only did he expect all persons of distinction to be in
continual attendance at Court, but he was quick to notice the
absence of those of inferior degree; at his lever, his coucher, his
meals, in the gardens of Versailles (the only place where the
courtiers in general were allowed to follow him), he used to cast
his eyes to right and left; nothing escaped him, he saw everybody.
If any one habitually living at Court absented himself he insisted
on knowing the reason; those who came there only for flying visits
had also to give a satisfactory explanation; any one who seldom or
never appeared there was certain to incur his displeasure. If asked
to bestow a favor on such persons he would reply haughtily: “I do
not know him”; of such as rarely presented themselves he would say,
“He is a man I never see”; and from these judgements there was no
appeal.
Source: “Life at Versailles,” The Memoirs of the Duke de
Saint-Simon, F. Arkwright (ed.), 1915
2. Based on this excerpt, explain the Duke de Saint-Simon’s
purpose for writing about life at the court of Louis XIV. [1]
3a. Identify a similarity or a difference regarding the
relationship between the ruler and the nobility in Tokugawa Japan
and Bourbon France in the 18th century, as expressed in documents 1
and 2. [1]
3b. Explain a similarity or a difference regarding the
relationship between the ruler and the nobility in Tokugawa Japan
and Bourbon France in the 18th century, as expressed in documents 1
and 2. [1]
Constructed Response Questions 49
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Document 2
H.G. Wells (1866–1946) was an English novelist and historian
best known for such science fiction novels as The Time Machine and
The War of the Worlds and his history book The Outline of History
(1920), which was subtitled “The Whole Story of Man.” Wells was
very dissatisfied with the quality of history textbooks at the end
of World War I, and so produced a 1,324-page work. The book met
with popular acclaim and massive sales.
And now we come to one of the most illuminating figures in
modern history, the figure of an adventurer and a wrecker whose
story seems to display with an extraordinary vividness the
universal . . . conflict of egotism . . . with the weaker, wider
claims of the common good. . . . [In the midst of turmoil in France
and Europe] . . . appears this dark [figure. He was] hard . . .
capable, [and] unscrupulous. . . . The figure he makes in history
is one of almost incredible self-conceit, of vanity, greed and
cunning. . . . [His] aping of Caesar, Alexander, and Charlemagne
which would be purely comic, if it were not caked over with human
blood. Until, as Victor Hugo [a late 19th century French writer]
said . . . “God was bored by him,” and he was kicked aside into a
corner to end his days explaining . . . how very clever his worst
blunders had been, prowling about his dismal hot island shooting
birds and squabbling meanly with an underbred gaoler (jailer) who
failed to show him proper “respect.”
Source: H.G. Wells, The Outline of History: Being a Plain
History of Life and Mankind, 1920
2. Explain H.G. Wells’ point of view point of view concerning
the career of Napoleon Bonaparte. [1]
Similarity—tells how something is alike or the same as something
else.
Difference—tells how something is not alike or not the same as
something else.
3a. Identify a similarity or a difference regarding the career
of Napoleon Bonaparte as expressed in documents 1 and 2. [1]
3b. Explain a similarity or a difference regarding the career of
Napoleon Bonaparte as expressed in documents 1 and 2. [1]
Constructed Response Questions 63
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Document 2
Giuseppe Mazzini was regarded as the “soul of
the unification of Italy” and spearhead of the Italian
revolutionary movement. His efforts inspired the independent and
unified Italy in place of the several separate states, many
dominated by foreign powers that existed until the 19th century.
This letter was confiscated by a conservative Member of Parliament
in Great Britain. When made public, it intensified British sympathy
for the Italian unification.
Italy is a vast prison, guarded by a certain number of gaolers
[jailers] and gendarmes [policemen], supported in case of need by
the bayonets of men whom we don’t understand and who don’t
understand us. If we speak, they thrust a gag on our mouths; if we
make a show of action, they platoon us. A petition, signed
collectively, constitutes a crime against the State. Nothing is
left us but the endeavour to agree in secret to wrench the bars
from the doors and windows of our prison—to knock down gates and
gaolers that we may breathe the fresh life-giving air of liberty,
the air of God. Then, a career by pacific means of progress will be
open to us; then will begin our guilt and condemnation if we cannot
bring ourselves to be content with it.
Source: Giuseppe Mazzini, Italy, Austria, and the Pope: A
Letter to Sir James Graham, 1845
2. Based on this excerpt, explain Mazzini’s purpose for writing
this letter. [1]
Cause—refers to something that contributes to the occurrence of
an event, the rise of an idea, or the bringing about of a
development.
Effect—refers to what happens as a consequence (result, impact,
outcome) of an event, idea, or a development.
3. Identify and explain a cause-and-effect relationship
associated with the events or ideas in documents 1 and 2. Be sure
to use evidence from both documents 1 and 2 in your response.
[1]
Constructed Response Questions 79
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Document 2
Andrew Ure (1778–1857) was a medical doctor and a professor of
chemistry and natural philosophy at Anderson College, Scotland. In
1834 he traveled around industrial Britain. His main concern was
the four textile industries: cotton, wool, linen, and silk. In the
preface of his book The Philosophy of Manufacturers, published in
1835, he claimed that he had written the book so that “masters,
managers, and operatives would follow the straight paths of
improvement” and hoped that it would help “prevent them from
pursuing dangerous ideas.”
Hence, ill-usage (abuse) of any kind is a very rare occurrence.
I have visited many factories, . . . in Manchester . . . entering
the spinning rooms, unexpectedly, and often alone, at different
times of day, and I never saw a single instance of corporal
chastisement (physical abuse) inflicted on a child, nor indeed did
I ever see children in ill-humor (unhappy). They seemed to be
always cheerful and alert, taking pleasure in the light play of
their muscles—enjoying the mobility natural to their age. The scene
of industry . . . was always exhilarating. It was delightful to
observe the nimbleness with which they pieced the broken ends, as
the mule-carriage began to recede from the fixed roller beam, and
to see them at leisure, after a few seconds’ exercise of their tiny
fingers, to amuse themselves in any attitude they chose, till the
stretch and winding-on were once more completed. The work of these
lively elves seemed to resemble a sport, in which habit gave them a
pleasing dexterity. Conscious of their skill, they were delighted
to show it off to any stranger. As to exhaustion by the day’s work,
they evinced no trace of it on emerging from the mill in the
evening; for they immediately began to skip about any neighboring
play-ground, and to commence their little amusements with the same
alacrity as boys issuing from a school. It is moreover my firm
conviction, that if children are not ill-used by bad parents or
guardians, but receive in food and raiment (clothing) the full
benefit of what they earn, they would thrive better in our modem
factories than if left alone in apartments too often ill-aired,
damp, and cold.
Source: Andrew Ure, The Philosophy of Manufactures, 1835
2. Based on this excerpt, explain Ure’s point of view on child
labor in the Industrial Revolution. [1]
Similarity—tells how something is alike or the same as something
else.
Difference—tells how something is not alike or not the same as
something else.
3a. Identify a similarity or a difference regarding the use of
child labor in textile factories in Great Britain in the 1800s as
expressed in documents 1 and 2. [1]
3b. Explain a similarity or a difference regarding the use of
child labor in textile factories in Great Britain in the 1800s as
expressed in documents 1 and 2. Be sure to use evidence from both
documents 1 and 2 in your response. [1]
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Document 2
Deutsche Welle (“German wave” in German) or DW is Germany’s
public international broadcaster. The service is available in 30
languages. DW’s satellite television service consists of channels
in English, German, Spanish, and Arabic. While funded by the German
government, the work of DW is regulated by the Deutsche Welle Act,
meaning that content is always independent of government influence.
To commemorate the 130th anniversary of the Berlin Conference, DW
interviewed different historians. Among them was Olayemi Akinwumi,
professor of history at Nasarawa State University in Nigeria.
In African studies, many of us believe that the foundation for
present day crises in Africa was actually laid by the 1884/85
Berlin Conference. The partition was done without any consideration
for the history of the society. . . . The conference did
irreparable damage to the continent. Some nations are still
suffering from it to this day.
Source: Olayemi Akinwumi, professor of history at Nasarawa State
University in Nigeria, “130 Years Ago: Carving Up Africa in
Berlin,” Deutsche Welle, February 25, 2015
2. Based on this excerpt, explain Akinwumi’s point of view on
the Berlin Conference of 1884–1885.
Cause—refers to something that contributes to the occurrence of
an event, the rise of an idea, or the bringing about of a
development.
Effect—refers to what happens as a consequence (result, impact,
outcome) of an event, an idea, or a development.
3. Identify and explain a cause-and-effect relationship
associated with the events or ideas in documents 1 and 2. Be sure
to use evidence from both documents 1 and 2 in your response.
[1]
Constructed Response Questions 111
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Document 2
Itō Hirobumi (1841–1909) was a Japanese statesman who progressed
from a radical student to become the most powerful leader in
Japan’s development from isolation to a modern, westernized nation
during the Meiji Restoration period. In 1871, he joined Iwakura
Mission. He later implemented such reforms as a decimal currency
system, the modernization of banking, and a communications network.
In 1883, after extensive research on European political systems, he
began drafting Meiji Japan’s constitution, based on that of
Prussia. In 1885 he became Japan’s first prime minister, a position
he held four times, becoming one of the longest serving prime
ministers in Japanese history. In 1906, he wrote his reflections on
the Meiji Restoration.
From the beginning, we realized fully how necessary it was that
the Japanese people should not only adopt Western methods, but
should also speedily become competent to do without the aid of
foreign instruction and supervision. In the early days we brought
many foreigners to Japan to help to introduce modern methods, but
we always did it in such a way as to enable the Japanese students
to take their rightful place in the nation after they had been
educated.
Source: Ito Hirobumi, “Building Up Industries,” Alfred Stead,
Great Japan: A Study of National Efficiency, 1906
2. Based on this reflection, explain Ito Hirobumi’s point of
view concerning the Meiji Restoration. [1]
Turning point—is a major event, idea, or historical development
that brings about significant change. It can be local, regional,
national, or global.
3a. Identify a turning point associated with the historical
development and events related to both documents 1 and 2. [1]
3b. Explain why the historical developments and events
associated with these documents are considered a turning point. Be
sure to use evidence from both documents 1 and 2 in your response.
[1]
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Document 2
After working as a tutor in southern France, Wilfred Owen
returned to England in 1915 to enlist in the army and was
commissioned into the Manchester Regiment. After spending the
remainder of the year training in England, he left for the Western
Front early in January 1917. After experiencing heavy fighting, he
was diagnosed with shellshock and hospitalized in England. He wrote
all of his poems between August 1917 and September 1918. He
returned to France in August 1918 and in October was awarded the
Military Cross for bravery. On November 4, 1918, he was killed
while attempting to lead his men across the Sambre canal at Ors in
France. The news of his death reached his parents on 11 November,
Armistice Day. One of Owen’s poems, “Dulce et Decorum Est,” had its
origins in Owen’s experiences of January 1917.
Bent double, like old beggars under sacks, Knock-kneed, coughing
like hags, we cursed through sludge, Till on the haunting flares we
turned our backs And towards our distant rest began to trudge. Men
marched asleep. Many had lost their boots But limped on,
blood-shod. All went lame; all blind;Drunk with fatigue; deaf even
to the hoots Of tired, outstripped Five-Nines that dropped
behind.
Gas! Gas! Quick, boys!––An ecstasy of fumbling Fitting the
clumsy helmets just in time; But someone still was yelling out and
stumbling, And flound’ring like a man in fire or lime.––Dim,
through the misty panes and thick green light,As under a green sea,
I saw him drowning.
In all my dreams, before my helpless sight, He plunges at me,
guttering, choking, drowning.
If in some smothering dreams you too could pace Behind the wagon
that we flung him in, And watch the white eyes writhing in his
face, His hanging face, like a devil’s sick of sin; If you could
hear, at every jolt, the blood Come gargling from the
froth-corrupted lungs, Obscene as cancer, bitter as the cud Of
vile, incurable sores on innocent tongues, My friend, you would not
tell with such high zest To children ardent for some desperate
glory, The old Lie; Dulce et Decorum est Pro patria mori.*
*It is sweet and honorable to die for one’s country
Source: Wilfred Owen, “Dulce Et Decorum Est”
2. Based on this excerpt, explain Owen’s point of view on the
war in the Western Front. [1]
Similarity—tells how something is alike or the same as something
else.
Difference—tells how something is not alike or not the same as
something else.
3a. Identify a similarity or a difference regarding the attitude
or impact of World War I as expressed in documents 1 and 2. [1]
3b. Explain a similarity or a difference regarding the attitude
or impact of World War I as expressed in documents 1 and 2. [1]
Constructed Response Questions 135
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Document 2
Walter Duranty (May 25, 1884–October 3, 1957) was a
Liverpool-born, Anglo-American journalist who served as the Moscow
Bureau Chief of The New York Times for fourteen years (1922–1936)
following the Bolshevik victory in the Russian Civil War
(1918–1921). In 1932, he received a Pulitzer Prize for a series of
reports about the Soviet Union, 11 of them published in June 1931.
He was criticized for his subsequent denial of widespread famine
(1932–1933) in the USSR, most particularly the mass starvation in
Ukraine. Years later, there were calls to revoke his Pulitzer. The
New York Times, which submitted his works for the prize in 1932,
wrote that his later articles denying the famine constituted “some
of the worst reporting to appear in this newspaper.”
The essential feature of N.E.P. was that it allowed the free
buying and selling of goods by any individual, that is to say,
private trade, which had been almost wholly suppressed during the
Communist period. In consequence it offered a great stimulus to
production. It brought other important changes such as the
introduction of piece-work, a sealed system of wages, income and
other taxes, and of course payment for public services like
street-cars, trains, theatres, and so forth, which had been
nominally free before. Finally it allowed a limited traffic in
money by individual groups, and unlimited individual production of
goods, even small-scale factory production. N.E.P. was thus
definitely a reversion to Capitalism, at least to the outward forms
of Capitalism. Nevertheless, Lenin from the outset intended it to
be only a temporary reversion and, what is more, it was only a
partial reversion, inasmuch as control of the main sources of
production and means of production, transportation, big finance and
big industry, and of mines and other natural resources was retained
in the hands of the State.
Source: Walter Duranty, I Write As I Please, 1935
2. Based on this excerpt, explain Walter Duranty’s point of view
on the New Economic Policy. [1]
Cause—refers to something that contributes to the occurrence of
an event, the rise of an idea, or the bringing about of a
development.
Effect—refers to what happens as a consequence (result, impact,
outcome) of an event, an idea, or a development.
3. Identify and explain a cause-and-effect relationship
associated with the events or ideas in documents 1 and 2. Be sure
to use evidence from both documents 1 and 2 in your response.
[1]
Constructed Response Questions 149
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Document 2
Tayyip Erdogan is a Turkish politician serving as the current
President of Turkey, a position he has held since 2014. On
September 30, 2017, he gave an interview to Reuters, an
international news agency headquartered in London, United Kingdom,
commenting on a referendum for the creation of an independent
Kurdish state, conducted by the Kurdish Regional Government.
Turkey’s Erdogan says Iraqi Kurdish authorities “will pay price”
for vote
Turkey’s President Tayyip Erdogan said on Saturday Iraqi Kurdish
authorities would pay the price for an independence referendum
which was widely opposed by foreign powers.
Iraq’s Kurds overwhelmingly backed independence in Monday’s
referendum, defying neighboring countries which fear the vote could
fuel Kurdish separatism within their own borders and lead to fresh
conflict.
“They are not forming an independent state, they are opening a
wound in the region to twist the knife in,” Erdogan told members of
his ruling AK Party in the eastern Turkish city of Erzurum.
Source: Reuters Staff, Reuters, September 30, 2017
2. Based on this excerpt, explain Erdogen’s point of view on the
Kurdish referendum. [1]
Cause—refers to something that contributes to the occurrence of
an event, the rise of an idea, or the bringing about of a
development.
Effect—refers to what happens as a consequence (result, impact,
outcome) of an event, an idea, or a development.
3. Identify and explain a cause-and-effect relationship
associated with the events or ideas in documents 1 and 2. Be sure
to use evidence from both documents 1 and 2 in your response.
[1]
Constructed Response Questions 165
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Document 2
Daniel Fitzpatrick was an editorial cartoonist for the St. Louis
Dispatch from 1913–1958, during which time his cartoons were
published in 35 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. As Hitler’s armies marched across Europe, he
used the symbol of the swastika as a horrific death machine
repeatedly to challenge the United States to enter the war against
Germany.
2. Based on the cartoon, explain how audience affects the way
Daniel Fitzpatrick presents his ideas. [1]
Similarity—tells how something is alike or the same as something
else
Difference—tells how something is not alike or not the same as
something else
3a. Identify a similarity or a difference regarding German
military success in World War II as expressed in documents 1 and 2.
[1]
3b. Explain a similarity or a difference regarding German
military success in World War II as expressed in documents 1 and 2.
[1]
Constructed Response Questions 179
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Document 2
The Warsaw Pact, formally known as the Treaty of Friendship,
Cooperation and Mutual Assistance, was a collective defense treaty
signed in Warsaw, Poland, among the Soviet Union and seven Soviet
satellite states of Central and Eastern Europe during the Cold War.
It was dissolved in 1991 after the collapse of the Soviet
Union.
The Warsaw Security Pact
Treaty of Friendship, Cooperation and Mutual Assistance Between
the People’s Republic of Albania, the People’s Republic of
Bulgaria, the Hungarian People’s Republic, the German Democratic
Republic, the Polish People’s Republic, the Rumanian People’s
Republic, the Union of Soviet Socialist Republics and
the Czechoslovak Republic, May 14, 1955
The Contracting Parties, reaffirming their desire for the
establishment of a system of European collective security based on
the participation of all European states irrespective of their
social and political systems, which would make it possible to unite
their efforts in safeguarding the peace of Europe.
Source: The Warsaw Pact, May 14, 1955
2. Based on this excerpt, explain the purpose of the Warsaw
Security Pact of 1955. [1]
Cause—refers to something that contributes to the occurrence of
an event, the rise of an idea, or the bringing about of a
development.
Effect—refers to what happens as a consequence (result, impact,
outcome) of an event, an idea, or a development.
3. Identify and explain a cause-and-effect relationship
associated with the events or ideas in documents 1 and 2. Be sure
to use evidence from both documents 1 and 2 in your response.
[1]
Constructed Response Questions 201
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Document 2
American newspaper editorial cartoonist Pat Oliphant is a native
of Australia, who came to the United States in 1964 because he saw
more opportunity to develop his craft. Using his skill of
caricature and satire, he targeted injustice, hypocrisy, and
scandal. In 1990, the New York Times described him as “the most
influential editorial cartoonist now working.” His cartoons
appeared through Universal Press Syndicate.
2. Based on the cartoon, explain how audience affects the way
Pat Oliphant presents his ideas. [1]
Cause—refers to something that contributes to the occurrence of
an event, the rise of an idea, or the bringing about of a
development.
Effect—refers to what happens as a consequence (result, impact,
outcome) of an event, an idea, or a development.
3. Identify and explain a cause-and-effect relationship
associated with the events or ideas in documents 1 and 2. Be sure
to use evidence from both documents 1 and 2 in your response.
[1]
Constructed Response Questions 221
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Constructed Response Questions
Document 2
The Khartoum Resolution was issued on September 1, 1967 at the
conclusion of the 1967 Arab League summit that took place after the
Six-Day War in Khartoum, the capital of Sudan. The summit was
attended by the Arab heads of state of Egypt, Syria, Lebanon, Iraq,
Algeria, Kuwait, and Sudan.
Khartoum Resolution
1. The conference has affirmed the unity of Arab ranks, the
unity of joint action and the need for coordination and for the
elimination of all differences. The Kings, Presidents and
representatives of the other Arab Heads of State at the conference
have affirmed their countries’ stand by and implementation of the
Arab Solidarity Charter. . . .
3. The Arab Heads of State have agreed to unite their political
efforts at the international and diplomatic level to eliminate the
effects of the aggression and to ensure the withdrawal of the
aggressive Israeli forces from the Arab lands which have been
occupied since the aggression of June 5. This will be done within
the framework of the main principles by which the Arab States
abide, namely, no peace with Israel, no recognition of Israel, no
negotiations with it, and insistence on the rights of the
Palestinian people in their own country.
Source: The Khartoum Resolution, September 1, 1967
2. Based on this excerpt, explain the audience of the Khartoum
Resolution of 1967. [1]
Cause—refers to something that contributes to the occurrence of
an event, the rise of an idea, or the bringing about of a
development.
Effect—refers to what happens as a consequence (result, impact,
outcome) of an event, an idea, or a development.
3. Identify and explain a cause-and-effect relationship
associated with the events or ideas in documents 1 and 2. Be sure
to use evidence from both documents 1 and 2 in your response.
[1]
Constructed Response Questions 243
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Document 2
Viktor Mihály Orbán is the current Prime Minister of Hungary, an
office he has held since 2010. Under his right-wing, populist
leadership, Hungary has seen the return of ethnic nationalism and
deep-rooted corruption. Orbán has embarked on a sweeping
concentration of power, eliminating constitutional safeguards.
Hungarian Prime Minister Viktor Orbán called refugees “Muslim
invaders” as he defended his country’s refusal to take part in the
EU’s resettlement program.
A regular critic of the European Union’s refugee policies, the
leader of the center-right Fidesz party has long-fought the bloc’s
demand that his country accept almost 1,300 refugees.
“We don’t see these people as Muslim refugees. We see them as
Muslim invaders,” he told German tabloid Bild. “For example, to
arrive from Syria in Hungary, you have to cross four countries, all
of which are not as rich as Germany, but stable. So they are not
running for their lives there already.”
He was referring to a major migration route through Europe,
which sees refugees cross through Turkey, Greece, Macedonia, and
Serbia before entering Hungarian territory.
Mr. Orbán added that a large influx of Muslims “inevitably leads
to parallel societies”. He claimed Christian and Muslim communities
“will never unite”.
“Multiculturalism is only an illusion,” he said.
Asked whether it was fair for Hungary to refuse to accept any
refugees, while Germany accepted hundreds of thousands, Mr. Orbán,
who is facing pressure to toughen his stance on immigration still
further ahead of elections in Hungary in April, said: “The
difference is, you wanted the migrants, and we didn’t.”
He said there was a “double standard” in place, with Hungary
unfairly criticized since the quota “wasn’t implemented in over 20
countries”.
Source: Harriet Agerholm, “Refugees Are ‘Muslim invaders’ Not
Running For Their Lives,” The Independent Online, January 9,
2018
2. Based on this excerpt, explain Orbán’s point of view of the
international migrant crisis. [1]
Cause—refers to something that contributes to the occurrence of
an event, the rise of an idea, or the bringing about of a
development.
Effect—refers to what happens as a consequence (result, impact,
outcome) of an event, an idea, or a development.
3. Identify and explain a cause-and-effect relationship
associated with the events or ideas in documents 1 and 2. Be sure
to use evidence from both documents 1 and 2 in your response.
[1]
Constructed Response Questions 265
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Document 2
The history of the British Raj refers to the period of British
rule on the Indian subcontinent between 1858 and 1947. The system
of governance was instituted in 1858 when the rule of the East
India Company was transferred to the Crown in the person of Queen
Victoria (who in 1876 was proclaimed Empress of India). The Raj
lasted until 1947, when the British provinces of India were
partitioned into two sovereign states: India and Pakistan
PROCLAMATION by the QUEEN in Council to the PRINCES, CHIEFS, and
PEOPLE of INDIA
VICTORIA, by the Grace of God of the United Kingdom of Great
Britain and Ireland, and of the Colonies and Dependencies thereof
in Europe, Asia, Africa, America, and Australasia, Queen, Defender
of the Faith.
Whereas, for divers weighty reasons, We have resolved, by and
with the advice and consent of the Lords Spiritual and Temporal,
and Commons, in Parliament assembled, to take upon Ourselves the
Government of the Territories in India heretofore [previously]
administered in trust for Us by the Honorable East India
Company.
Now, therefore, We do by these Presents notify and declare that,
by the advice and consent aforesaid, We have taken upon Ourselves
the said Government; and We hereby call upon all Our Subjects
within the said Territories [India] to be faithful, and to bear
true Allegiance to Us, Our Heirs, and Successors, and to submit
themselves to the authority of those whom We may hereafter, from
time to time, see fit to appoint to administer the Government of
Our said Territories in Our name and on Our behalf.
Source: Proclamation by the Queen in Council to the Princes,
Chiefs, and People of India, published by the Governor-General at
Allahabad, November 1, 1858
2. Based on this excerpt, explain the purpose of the
proclamation of 1858. [1]
Cause—refers to something that contributes to the occurrence of
an event, the rise of an idea, or the bringing about of a
development.
Effect—refers to what happens as a consequence (result, impact,
outcome) of an event, an idea, or a development.
3. Identify and explain a cause-and-effect relationship
associated with the events or ideas in documents 1 and 2. Be sure
to use evidence from both documents 1 and 2 in your response.
[1]
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Simulated Regents Examination E-13
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Document 2
On May 3, 1947, Japan’s postwar constitution went into effect.
The document was largely the work of Supreme Allied Commander
Douglas MacArthur and his Occupation staff, who had prepared the
draft in February 1946. The constitution provides for a
parliamentary system of government and guarantees certain
fundamental rights. Under its terms, the Emperor of Japan is “the
symbol of the State and of the unity of the people” and exercises a
purely ceremonial role without the possession of sovereignty.
It is with a sense of deep satisfaction that I am to-day able to
announce a decision of the Emperor and Government of Japan to
submit to the Japanese people a new and enlightened constitution
which has my full approval. This instrument has been drafted after
painstaking investigation and frequent conference between members
of the Japanese Government and this headquarters following my
initial direction to the cabinet five months ago.
Declared by its terms to be the supreme law for Japan, it places
sovereignty squarely in the hands of the people. It establishes
governmental authority with the predominant power vested in an
elected legislature, as representative of the people, but with
adequate check upon that power, as well as upon the power of the
Executive and the Judiciary, to insure that no branch of government
may become autocratic or arbitrary in the administration of affairs
of state. It leaves the throne without governmental authority or
state property, subject to the people’s will, a symbol of the
people’s unity. It provides for and guarantees to the people
fundamental human liberties which satisfy the most exacting
standards of enlightened thought. It severs for all time the
shackles of feudalism and in its place raises the dignity of man
under protection of the people’s sovereignty. It is throughout
responsive to the most advanced concept of human relations—is an
eclectic instrument, realistically blending the several divergent
political philosophies which intellectually honest men
advocate.
Foremost of its provisions is that which, abolishing war as a
sovereign right of the nation, forever renounces the threat or use
of force as a means for settling disputes with any other nation and
forbids in future the authorization of any army, navy, air force or
other war potential or assumption of rights of belligerency by the
state. By this undertaking and commitment Japan surrenders rights
inherent in her own sovereignty and renders her future security and
very survival subject to the good faith and justice of the peace
loving peoples of the world. By it does a nation, recognizing the
futility of war as an arbiter of international issues, chart a new
course oriented to faith in the justice, tolerance and
understanding of mankind.
The Japanese people thus turn their backs firmly upon the
mysticism and unreality of the past and face instead a future of
realism with a new faith and a new hope.
Source: General Douglas MacArthur, announcement of a new
constitution for Japan, March 6, 1946
2. Based on this excerpt, explain General MacArthur’s point of
view on the post–World War II Japanese Constitution. [1]
Similarity—tells how something is alike or the same as something
else.
Difference—tells how something is not alike or not the same as
something else.
3a. Identify a similarity or a difference regarding the two
Japanese constitutions as expressed in documents 1 and 2. [1]
3b. Explain a similarity or a difference regarding the two
Japanese constitutions as expressed in documents 1 and 2. Be sure
to use evidence from both documents 1 and 2 in your response.
[1]
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Simulated Regents Examination E-15