Global History and Geography August 12, 2009 Part I 1. . . 4 . . . 26. . . 1 . . . 2. . . 4 . . . 27. . . 2 . . . 3. . . 2 . . . 28. . . 4 . . . 4. . . 3 . . . 29. . . 3 . . . 5. . . 2 . . . 30. . . 1 . . . 6. . . 1 . . . 31. . . 2 . . . 7. . . 4 . . . 32. . . 1 . . . 8. . . 4 . . . 33. . . 3 . . . 9. . . 2 . . . 34. . . 1 . . . 10. . . 1 . . . 35. . . 4 . . . 11. . . 1 . . . 36. . . 2 . . . 12. . . 3 . . . 37. . . 2 . . . 13. . . 1 . . . 38. . . 3 . . . 14. . . 3 . . . 39. . . 4 . . . 15. . . 2 . . . 40. . . 3 . . . 16. . . 4 . . . 41. . . 1 . . . 17. . . 2 . . . 42. . . 4 . . . 18. . . 1 . . . 43. . . 3 . . . 19. . . 4 . . . 44. . . 1 . . . 20. . . 2 . . . 45. . . 4 . . . 21. . . 1 . . . 46 . . 2. . . 22. . . 3 . . . 47. . . 1 . . . 23. . . 4 . . . 48. . . 3 . . . 24. . . 1 . . . 49. . . 2 . . . 25. . . 3 . . . 50. . . 4. . . Cut Here 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 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. Copyright 2009 The University of the State of New York THE STATE EDUCATION DEPARTMENT Albany, New York 12234 FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GLOBAL HISTORY AND GEOGRAPHY Wednesday, August 12, 2009 — 12:30 to 3:30 p.m., only SCORING KEY FOR PART I AND RATING GUIDE FOR PART II (THEMATIC ESSAY) VOLUME 1 OF 2 MC & THEMATIC
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VOLUME FOR TEACHERS ONLY 1 2 - Regents Examinations · [3] Global History and Geography Content-Specific Rubric Thematic Essay August 2009 Scoring Notes: 1. This essay question has
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Global History and GeographyAugust 12, 2009
Part I
1. . . 4 . . . 26. . . 1 . . .
2. . . 4 . . . 27. . . 2 . . .
3. . . 2 . . . 28. . . 4 . . .
4. . . 3 . . . 29. . . 3 . . .
5. . . 2 . . . 30. . . 1 . . .
6. . . 1 . . . 31. . . 2 . . .
7. . . 4 . . . 32. . . 1 . . .
8. . . 4 . . . 33. . . 3 . . .
9. . . 2 . . . 34. . . 1 . . .
10. . . 1 . . . 35. . . 4 . . .
11. . . 1 . . . 36. . . 2 . . .
12. . . 3 . . . 37. . . 2 . . .
13. . . 1 . . . 38. . . 3 . . .
14. . . 3 . . . 39. . . 4 . . .
15. . . 2 . . . 40. . . 3 . . .
16. . . 4 . . . 41. . . 1 . . .
17. . . 2 . . . 42. . . 4 . . .
18. . . 1 . . . 43. . . 3 . . .
19. . . 4 . . . 44. . . 1 . . .
20. . . 2 . . . 45. . . 4 . . .
21. . . 1 . . . 46 . . 2. . .
22. . . 3 . . . 47. . . 1 . . .
23. . . 4 . . . 48. . . 3 . . .
24. . . 1 . . . 49. . . 2 . . .
25. . . 3 . . . 50. . . 4. . .
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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 orderedby 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
Updated information regarding the rating of this examination may beposted on the New York State Education Department’s web site duringthe rating period. Visit the site http://www.emsc.nysed.gov/osa/ andselect the link “Examination Scoring Information” for any recentlyposted information regarding this examination. This site should bechecked before the rating process for this examination begins and atleast one more time before the final scores for the examination arerecorded.
Copyright 2009The University of the State of New York
THE STATE EDUCATION DEPARTMENTAlbany, New York 12234
FOR TEACHERS ONLYThe University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
GLOBAL HISTORYAND GEOGRAPHY
Wednesday, August 12, 2009 — 12:30 to 3:30 p.m., only
SCORING KEY FOR PART I AND RATING GUIDE FOR PART II
(THEMATIC ESSAY)
VO L U M E
1OF2MC & THEMATIC
[2]
GLOBAL HISTORY and GEOGRAPHY
Mechanics of Rating
The following procedures are to be used in rating papers for this exami-nation. More detailed directions for the organization of the rating processand procedures for rating the examination are included in the InformationBooklet for Scoring the Regents Examination in Global History andGeography and United States History and Government.
Scoring the Part I Multiple-Choice Questions
On the detachable answer sheet, indicate by means of a checkmark eachincorrect or omitted answer to multiple-choice questions; do not place acheckmark beside a correct answer. Use only red ink or red pencil. In thebox provided on the answer sheet, record the number of questions the stu-dent answered correctly in Part I.
Rating the Essay Question
(1) Follow your school’s procedures for training raters. This process shouldinclude:
Introduction to the task—• Raters read the task• Raters identify the answers to the task• Raters discuss possible answers and summarize expectations for stu-
dent 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 confi-
dent enough to move on to actual rating
(2) When actual rating begins, each rater should record his or her individ-ual rating for a student’s essay on the rating sheet provided, not directlyon the student’s essay or answer sheet. The rater should not correct thestudent’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 nec-essary to resolve scores that differ by more than one point.
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[3]
Global History and Geography
Content-Specific Rubric
Thematic Essay
August 2009
Scoring Notes:
1. This essay question has at least six components (one major idea of each of two belief systems
and at least two effects of each belief system on the politics, society, and/or economy of a
specific nation or region).
2. At least two effects of the belief system should be discussed. These effects can both be political,
both societal, both economic, or a combination of any two.
3. The classification of effects as political, societal, or economic does not need to be identified as
long as it is implied in the discussion.
4. The effects of the belief system may be either immediate or long term.
5. A nation or region need not be identified as long as it is implied in the discussion, e.g., Abbassid
Caliphate implies the Middle East.
6. The same nation or region may be used for both belief systems, e.g., the influence of Buddhism
and of Hinduism on India/South Asia or the influence of Confucianism and of Daoism on
China/East Asia.
7. A belief system is not restricted to a religion. It may also include philosophies/ideologies, e.g.,
Marxism.
Theme: Belief Systems
A belief system is an established, orderly way that groups or individuals look at religious
faith or philosophical principles. These systems have often affected politics, society, and
the economy in the nations or regions in which they are practiced.
Task: Select two belief systems from your study of global history and for each
• Explain one major idea of the belief system
• Discuss the effects the belief system has had on the politics, society, and/or the
economy of a specific nation or region
You may use any belief systems from your study of global history. Some suggestions you
might wish to consider include Buddhism, Christianity, Confucianism, Daoism, Hinduism, Islam,
and Judaism.
You are not limited to these suggestions.
Do not use the United States as the specific nation or region in your response.
[4]
Score of 5:
• Thoroughly develops all aspects of the task evenly and in depth by discussing one major idea of
two different belief systems and at least two effects of each belief system on a specific nation or
region
• Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g.,
Hinduism in India: explains reincarnation or rebirth of the soul in its many forms and stages to
moksha and discusses the performance of one’s caste obligations to karma (the reward or
punishment for one’s actions in life), relating signs of position in the caste system such as diet,
occupation, and residence to the relative stages of reincarnation; Confucianism in China: explains
the concept of the Five Relationships as the Confucian ideal of harmony, linking these
relationships to the attainment of stability and maintenance of order and discussing how Confucian
education and civil service exams led to the preparation and selection of the best leaders and the
potential for social mobility in China
• Richly supports the theme with relevant facts, examples, and details, e.g., Hinduism in India:
Brahmins, Kshatriyas, Vaishyas, Sudras, marriage, education, discrimination; Constitution of India
in 1950; Confucianism in China: ruler to subject, older brother to younger brother, Analects,
dynastic cycle
• 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 all aspects of the
task for one belief system more thoroughly than for the second belief system or by discussing one
aspect less thoroughly than the other aspects for both belief systems
• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g.,
Hinduism in India: explains reincarnation or rebirth of the soul and moksha and discusses how
caste in India is identified at birth and how the performance of one’s obligations, based on one’s
caste, results in karma; Confucianism in China: explains the concept of the Five Relationships and
discusses the effects of education, civil service exams, and the relationship between elders and
family in China
• 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 5 and 4, all six components of the task should be developed. Holistic Scoring Reminder: This note applies only to the evaluation of bullet 1 of the rubric.
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 belief
system, and if the response meets most of the other Level 5 criteria, the overall response may
be a Level 3 paper.
[5]
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.
[6]
Anchor Paper – Thematic Essay—Level 5 – A
Anchor Paper – Thematic Essay—Level 5 – A
[7]
[8]
Anchor Paper – Thematic Essay—Level 5 – A
Anchor Level 5-A
The response:
• Thoroughly develops all aspects of the task evenly and in depth by explaining major ideas
pertaining to Hinduism in India and the pantheon of gods in ancient Greece and discussing the
social and political effects of these philosophical beliefs
• Is more analytical than descriptive (Hinduism in India: caste system, a system of social
divisions, designed to promote internal stability; rules of the Hindu religion designed to preserve
society; something to work towards for all castes allowed people of lower class to accept their
lot in life and live according to strict regulations; India’s ability to survive and preserve its
culture over thousands of years attests to the stabilizing influence of Hindu culture; Sepoy
Rebellion was a result of Western intrusion on Hindu culture with violations of the norms of
caste associations exploding in violence; India’s constitution confronted the Hindu legacy,
outlawing caste and untouchability; pantheon of gods in ancient Greece: developed a culture
and a system of beliefs as rich and permeating as the Hindus; divine beings that controlled
everything on Earth, yet had very human characteristics and flaws; essentially, the human nature
of divine power was a large contributor to society; Greek beliefs imply that the world is ruled by
a power that is inherently understandable; people could understand the behavior and the minds
of the gods; deformity and illness linked to gods)
• Richly supports the theme with relevant facts, examples, and details (Hinduism in India: one of
oldest belief systems still being practiced; moksha; ahimsa (nonviolence); reincarnation; Sepoy
Rebellion; affirmative-action program; pantheon of gods in ancient Greece: contributed to a
spirit of scientific and philosophical inquiry; polytheistic; Iliad; Hippocratic Oath; Apollo;
building of shrines; revenge)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that links Hinduism in India and the pantheon of gods in ancient Greece to each region’s
cultural identity
Conclusion: The response fits the criteria for Level 5. The response consists of a well-written
narrative that communicates the subtleties and nuances of Hinduism and the Greek pantheon of
gods. Content mastery translates into a high level of analysis.
[9]
Anchor Paper – Thematic Essay—Level 5 – B
[10]
[11]
Anchor Paper – Thematic Essay—Level 5 – B
[12]
Anchor Paper – Thematic Essay—Level 5 – B
[13]
Anchor Level 5-B
The response:
• Thoroughly develops all aspects of the task evenly and in depth by explaining the major ideas of
Hinduism in India and Confucianism in China and discussing the social and political effects of
these belief systems.
• Is more analytical than descriptive (often a belief system becomes a cultural cornerstone of a
society; Hinduism in India: invasions spurred development through the blending of cultures;
goal of a lifetime is to raise social standing for other lives; specific demands of Hinduism have
promoted and maintained a rigidly structured India; Indian villagers belonging to lower castes
can still be victims of discrimination; untouchables considered to be out of the caste system and
thus have rock-bottom social status; traditionally, political influence has been reserved for the
upper castes; has promoted strict social and political divisions; Confucianism in China: period
of warring states caused many to rethink their beliefs; centered on the harmony of five key
relationships; upkeep of relationships essential for the well-being of China; civil service exams
were created to encourage the most intelligent to join the government; value of filial piety, or
respect for one’s elders, was spread; social mobility limited—normally only the wealthy could
afford to succeed at such exams; Communists tried to exploit ruler-subject relationship but tried
to reduce all other traditional elements of Confucianism)
• Richly supports the theme with relevant facts, examples, and details (Hinduism in India: Aryan;
reincarnation; Brahmin or priest; outcasts; no set creator of Hinduism; moksha; dharma; karma;
caste system; jati; harijans; dalits; Confucianism in China: Karl Jasper; axial age of thought;
5—Civics, Citizenship, and Government 2, 15, 19, 23, 30
Parts II and III by Theme and Standard
Theme Standards
Thematic Essay Belief Systems Standards 2, 3, 4, and 5: World History; Geography; Economics; Civics, Citizenship, and Government
Document-based Essay Environment and Society; Human and Physical Geography; Interdependence; Science and Technology; Conflict; Power
Standards 2, 3, and 4: World History; Geography; Economics
Scoring information for Part I and Part II is found in Volume 1 of the Rating
Guide.
Scoring information for Part III is found in Volume 2 of the Rating Guide.
The Chart for Determining the Final Examination Score for theAugust 2009 Regents Examination in Global History and Geography will beposted on the Department’s web site http://www.emsc.nysed.gov/osa/ on theday of the examination. Conversion charts provided for the previousadministrations of the Global History and Geography examination must NOTbe used to determine students’ final scores for this administration.
Submitting Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the testdevelopment process. The Department provides an online evaluation form for State assess-ments. It contains spaces for teachers to respond to several specific questions and to makesuggestions. Instructions for completing the evaluation form are as follows:
1. Go to http://www.emsc.nysed.gov/osa/exameval.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.