Educator Guide
to the Regents Examination
in Global History and Geography II
First Administration
June 2019
Updated: July 2023
THE UNIVERSITY OF THE STATE OF NEW YORK
Regents of The University
L
ESTER W. YOUNG, JR., Chancellor, B.S., M.S., Ed.D. ......................................
J
OSEPHINE VICTORIA FINN, Vice Chancellor B.A., J.D. .....................................
R
OGER TILLES, B.A., J.D. ....................................................................................
C
HRISTINE D. CEA, B.A., M.A., Ph.D. ...............................................................
W
ADE S. NORWOOD, B.A. ..................................................................................
K
ATHLEEN M. CASHIN, B.S., M.S., Ed.D. ........................................................
J
AMES E. COTTRELL, B.S., M.D. .........................................................................
J
UDITH CHIN, B.S., M.S. in Ed. ..........................................................................
C
ATHERINE COLLINS, R.N., N.P., B.S., M.S. in Ed., Ed.D. ..............................
E
LIZABETH S. HAKANSON, A.S., B.A., M.A., C.A.S. ........................................
L
UIS O. REYES, B.A., M.A., Ph.D. ......................................................................
S
USAN W. MITTLER, B.S., M.S. ..........................................................................
F
RANCES G. WILLS, B.A., M.A., M.Ed., C.A.S., Ph.D.......................................
A
RAMINA VEGA FERRER, B.A., M.S. in Ed., Ph.D. ..........................................
S
HINO TANIKAWA, B.A., M.S. ...........................................................................
R
OGER P. CATANIA, B.A., M.A., M.S., C.A.S., Ph.D. ......................................
A
DRIAN I. HALE, A.S., B.A. ...............................................................................
Commissioner of Education and President of The University
BETTY A. ROSA
Executive Deputy Commissioner
S
HARON CATES-WILLIAMS
Senior Deputy Commissioner, Office of Education Policy
J
AMES BALDWIN
Deputy Commissioner, Office of Instructional Services
A
NGELIQUE JOHNSON-DINGLE
Assistant Commissioner, Office of State Assessment
Z
ACHARY WARNER
Beechhurst
Monticello
Manhasset
Staten Island
Rochester
Brooklyn
New York
Little Neck
Buffalo
Syracuse
New York
Ithaca
Ossining
Bronx
Manhattan
Saranac Lake
Rochester
The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran
status, national origin, race, gender, genetic predisposition or carrier status, or sexual orientation in its educational programs,
services and activities. Portions of this publication can be made available in a variety of formats, including braille, large print or
audio tape, upon request. Inquiries concerning this policy of nondiscrimination should be directed to the Department’s Office for
Diversity and Access, Room 530, Education Building, Albany, NY 12234.
Revision Date
Revision
*All revisions are highlighted in yellow
July 2023
On the cover, footers, and in text, Grade 10 was dropped to be consistent
with the title shown on the exam booklets. This has no impact on when the
exam is administered or to the academic content measured.
July 2023
p. 4, Paragraph 3 of the Forward was dropped:
Based on analysis of field test results and out of an abundance of caution, a
decision has been made to remove the part 2b question from Part II of the
Regents Examination in Global History and Geography II (Grade 10).
July 2023
p. 28, This instructional document pertaining to the Part 2 CRQ sets has
been updated to match the current exam.
July 2023
p. 29, CRQ set types under Turning Point, for Questions 3a and 3b task
descriptions have been added,
Question 3a — Requires response to identify a turning point associated
with the historical developments [1]
Question 3b — Requires response to explain why the historical
developments are considered a turning point [1]
July 2023
p. 30, Historical Context was changed to Historical Circumstances and
definition was removed, change also made in the comment below
Geographic Circumstances
July 2023
p. 31, expectations for the turning point response under Questions 3a and 3b
were revised to match the current exam
July 2023
p. 32, clarification made to the use of Document 2 as a primary or
secondary source in the CRQs
July 2023
p. 40, Engage NY link removed as it is no longer an active link on the
NYSED website
July 2023
p. 44, rewrite to #3 cause and effect task to match current exam
July 2023
p. 47, rewrite to CRQ set 2 for 3a and 3b turning point tasks to match
current exam
July 2023
p. 50, rewrite to CRQ set 3 for 3b similarity and difference task to match
current exam
Global History and Geography II Educator Guide
2
Table of Contents
Foreword......................................................................................................................................................... 4
New York State K-12 Social Studies Framework ....................................................................................... 5
Social Studies Practices Grades 9-12............................................................................................................ 5
Curriculum and Instruction Decisions......................................................................................................... 8
Introduction to the Regents Examination in Global History and Geography II ..................................... 9
Performance-Level Descriptions ................................................................................................................ 10
Test Design and Weighting of Parts........................................................................................................... 20
Question Formats ......................................................................................................................................... 21
Part 1—Multiple-Choice Questions ......................................................................................... 23
Part 2—Short-Answer Constructed-Response Questions (CRQs) ....................................... 27
Part 3—Enduring Issues Essay Question ................................................................................ 36
Resources ...................................................................................................................................................... 40
Addendum: Revised Prototypes for Part 2 CRQs ................................................................................... 41
Global History and Geography II Educator Guide
3
Foreword
As part of the New York State Board of Regents Reform Agenda, NYSED has embarked on a comprehensive
reform initiative to ensure that schools prepare students with the knowledge and skills that they need to be
successful. To realize the goals of this agenda, the New York State Board of Regents adopted the New York
State K-12 Social Studies Framework in April 2014. This change is intended to enrich pedagogy and student
learning. As a result of the adoption of the NYS K-12 Framework, NYSED is deeply committed to a revision
of the current state assessment program for Global History and Geography to measure Grade 10 content and
skills.
The adoption of the NYS K-12 Social Studies Framework signaled the need for educators to shift instruction
to prepare students in accordance with the rigor of the content and skills presented in it. The Office of State
Assessment worked with members of the Content Advisory Panel to develop the Regents Examination in
Global History and Geography II54, incorporating the principals of evidence-centered design (ECD). State
Education Department staff and members of the Content Advisory Panel worked together to develop claims,
evidence, and Performance-Level Descriptions (PLDs) for the new assessment. They also worked together
to develop the task models being used to develop test questions. Educators have been surveyed regarding the
Regents Examination in Global History and Geography II and State Education Department staff and Content
Advisory Panel members analyzed that feedback and incorporated it into the assessment.
Revised prototypes for Part II of this examination have been provided in the new addendum included at the
end of this guide.
Global History and Geography II Educator Guide
4
K–12 Social Studies Framework
Social Studies is intended to promote civic competence through the integrated study of the social sciences and
humanities. Within the school program, Social Studies provides coordinated, systematic study that draws
upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political
science, psychology, religion, belief systems, and sociology, as well as upon appropriate content from the
humanities, mathematics, and natural sciences. The primary purpose of Social Studies is to help young people
develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally
diverse, democratic society in an interdependent world (adapted from the National Council for the Social
Studies [NCSS] definition of Social Studies).
The Social Studies Framework allows for
• Students to develop an understanding of concepts and key ideas through inquiry, analysis of primary
and secondary source documents, and application of disciplinary skills and practices
• Students to be assessed on their understanding of key ideas and conceptual understandings as well as
Social Studies practices
• Districts and teachers to continue to have decision-making power about how to teach and illustrate
key ideas and conceptual understandings to promote student understanding
The NYS K–12 Social Studies Framework (2014) can be found at
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework.
Social Studies Practices Grades 9-12
A. Gathering, Interpreting, and Using Evidence
1. Define and frame questions about events and the world in which we live, form hypotheses as
potential answers to these questions, use evidence to answer these questions, and consider and
analyze counterhypotheses.
2. Identify, describe, and evaluate evidence about events from diverse sources (including written
documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other
primary and secondary sources).
3. Analyze evidence in terms of content, authorship, point of view, bias, purpose, format, and
audience.
4. Describe, analyze, and evaluate arguments of others.
5. Make inferences and draw conclusions from evidence.
6. Deconstruct and construct plausible and persuasive arguments using evidence.
7. Create meaningful and persuasive understandings of the past by fusing disparate and relevant
evidence from primary and secondary sources and drawing connections to the present.
Global History and Geography II Educator Guide
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B. Chronological Reasoning and Causation
1. Articulate how events are related chronologically to one another in time and explain the ways in
which earlier ideas and events may influence subsequent ideas and events.
2. Identify causes and effects using examples from different time periods and courses of study
across several grade levels.
3. Identify, analyze, and evaluate the relationship between multiple causes and effects.
4. Distinguish between long-term and immediate causes and multiple effects (time, continuity, and
change).
5. Recognize, analyze, and evaluate dynamics of historical continuity and change over periods of
time and investigate factors that caused those changes over time.
6. Recognize that choice of specific periodization favors or advantages one narrative, region, or
group over another narrative, region, or group.
7. Relate patterns of continuity and change to larger historical processes and themes.
8. Describe, analyze, evaluate, and construct models of historical periodization that historians use
to categorize events.
C. Comparison and Contextualization
1. Identify similarities and differences between geographic regions across historical time periods
and relate differences in geography to different historical events and outcomes.
2. Identify, compare, and evaluate multiple perspectives on a given historical experience.
3. Identify and compare similarities and differences between historical developments over time and
in different geographical and cultural contexts.
4. Describe, compare, and evaluate multiple historical developments (within societies; across and
between societies; in various chronological and geographical contexts).
5. Recognize the relationship between geography, economics, and history as a context for events
and movements and as a matrix of time and place.
6. Connect historical developments to specific circumstances of time and place and to broader
regional, national, or global processes and draw connections to the present (where appropriate).
D. Geographic Reasoning
1. Ask geographic questions about where places are located, why their locations are important, and
how their locations are related to the locations of other places and people.
2. Identify, describe, and evaluate the relationships between people, places, regions, and
environments by using geographic tools to place them in a spatial context.
3. Identify, analyze, and evaluate the relationship between the environment and human activities,
how the physical environment is modified by human activities, and how human activities are
also influenced by Earth’s physical features and processes.
4. Recognize and interpret (at different scales) the relationships between patterns and processes.
5. Recognize and analyze how place and region influence the social, cultural, and economic
characteristics of civilizations.
6. Characterize and analyze changing connections between places and regions.
Global History and Geography II Educator Guide
6
E. Economics and Economics Systems
1. Use marginal benefits and marginal costs to construct an argument for or against an approach or
solution to an economic issue.
2. Analyze the ways in which incentives influence what is produced and distributed in a market
system.
3. Evaluate the extent to which competition between sellers and between buyers exists in specific
markets.
4. Describe concepts of property rights and rule of law as they apply to a market economy.
5. Use economic indicators to analyze the current and future state of the economy.
6. Analyze government economic policies and the effects on the national and global economy.
F. Civic Participation
1. Demonstrate respect for the rights of others in discussions and classroom debates; respectfully
disagree with other viewpoints and provide evidence for a counterargument.
2. Participate in activities that focus on a classroom, school, community, state, or national issue or
problem.
3. Explain differing philosophies of social and political participation and the role of the individual
leading to group-driven philosophies.
4. Identify, describe, and contrast the roles of the individual in opportunities for social and political
participation in different societies.
5. Participate in persuading, debating, negotiating, and compromising in the resolution of conflicts
and differences.
6. Identify situations in which social actions are required and determine an appropriate course of
action.
7. Work to influence those in positions of power to strive for extensions of freedom, social justice,
and human rights.
8. Fulfill social and political responsibilities associated with citizenship in a democratic society and
interdependent global community by developing awareness of and/or engaging in the political
process.
Global History and Geography II Educator Guide
7
Curriculum and Instruction Decisions
As teachers and districts consider curriculum and instructional decisions in light of the NYS K–12 Social
Studies Framework, there are three instructional shifts to highlight. The purpose of the Framework in general,
and the shifts, in particular, is to affirm what teachers are already doing well and to accelerate the types of
changes in teaching and learning that can help students. The design of the NYS K–12 Social Studies
Framework directly supports practitioners in making this shift toward greater conceptual understanding. The
three instructional shifts are:
Shift #1: Focus on Conceptual Understanding
Shift #2: Foster Student Inquiry, Collaboration, and Informed Action
Shift #3: Integrate Content and Skills Purposefully
Instruction in Social Studies, aligned to the NYS K–12 Social Studies Framework, can and should take many
forms—there is no one single approach that will meet the needs of all students. Teachers, as professionals,
should develop a repertoire of instructional methods and strategies.
Different methods should be used depending on what content, skills, and relevant connections are being
taught and the outcomes one wants students to demonstrate. Neither inquiry nor lecture can be the sole
method used to teach. There are many different active learning strategies that teachers can employ effectively
depending on the topics chosen, skills required, and learning objectives. Active learning strategies include
research and oral reports, debates, simulations, project-based learning, and cooperative learning.
More information on the three instructional shifts is available at https://www.engageny.org/resource/new-
york-state-k-12-social-studies-field-guide.
Global History and Geography II Educator Guide
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Introduction to the Regents Examination in Global History and Geography II
The Regents Examination in Global History and Geography II, based on the NYS K–12 Social Studies
Framework, is being developed for first administration in June 2019. Evidence Centered Design (ECD) has
been the foundation for the development of this new exam. ECD is a systematic process to ensure comparable
scores across multiple test forms. It provides a way to focus on the most valuable aspects of learning, content
and skills.
Evidence Centered Assessment Design
APPLIED MEASUREMENT IN EDUCATION, 23: 307-309, 2010
Copyright
Taylor & Francis Group, LLC
ISSN: 0895-7347 print / 1532-4818 online
DOI: 10.1080/08957347.2010.510955
The first domain in ECD is comprised of content and skills. The skills in this domain are rooted in the Social
Studies practices and include gathering, using, and interpreting evidence; chronological reasoning and
causation; comparison and contextualization; geographic reasoning; economics and economic systems; and
civic participation. These skills, or practices, represent the social science thinking skills and historical
thinking skills that students should develop throughout their K-12 education to be prepared for civic
participation, college, and careers.
The second domain is comprised of claims, evidence, and PLDs. Claims are clear statements about what
students should be able to do at the end of the course. Evidence is what a student needs to do, say, or produce
to support the acquisition of the claim. The PLDs explain what it means to earn a performance level of 1, 2,
3, 4, or 5 on the examination.
The third domain consists of the test design and the task models. The test design refers to the components
that make up the examination. The task models are the structures, or shells, for collecting evidence for the
claims.
To further illustrate the claims, evidence, and PLDs for Global History and Geography II, a document is
provided beginning on page 10. The left column provides the claims along with an outlined list of possible
evidence a student might demonstrate. The other columns show PLD levels 2 to 5 and provide a description
of what students should be able to do at each level aligned to the claims and evidence.
Global History and Geography II Educator Guide
9
Performance Level Descriptions
Global History and Geography II (Grade 10) [ca. 1750–present]
PLD LEVEL 3—Sufficient for graduation and credit proficiency; student partially meets grade-level expectations
PLD LEVEL 4—Meets framework grade-level expectations at a level demonstrating preparation for entry to Grade 11 United States History
and Government course and on track for an entry-level college social science course
CLAIM AND EVIDENCE
NYS Level 2 Descriptor
NYS Level 3 Descriptor
NYS Level 4 Descriptor
NYS Level 5 Descriptor
CLAIM 1
Students can analyze
sources and use evidence
to create and analyze
discipline-based (e.g.,
geographic, economic,
political and/or historical)
claims.
EVIDENCE
• Analysis of sources
includes two
components:
A. Recognition or
Acknowledgement of
i. Format
ii. Authorship
iii. Time/Place
iv. Audience
v. Content
vi. Purpose
vii. Bias/Point of View
B. Corroboration
i. Relationship
between sources
ii. Relationship
between sources
1.1 Student identifies
origin and intent of
sources and inaccurately
describes how these
factors influence the
reliability of sources.
______________________________
1.2 Student incorrectly
identifies the biases
she/he brings to the
examination of a source
(e.g., analyzing a source
using current
perspectives without
using the historical
context of the time in
which it was created).
1.1 Student identifies
authorship, purpose,
content, bias/point of
view, format of source,
location of source in time
and/or place, and/or
intended audience of
sources, and describes
with minor inaccuracies
how some of these factors
influence the reliability of
sources.
______________________________
1.2 Student identifies the
biases she/he brings to
the examination of a
source with minor
inaccuracies (e.g.,
analyzing a source using
current perspectives vs.
interpreting a source
using the historical
context of the time in
which it was created).
1.1 Student identifies
authorship, purpose,
content, bias/point of
view, format of source,
location of source in time
and/or place, and/or
intended audience of
sources, and describes
how some of these factors
influence the reliability
(strengths/weaknesses/
uses) of sources.
______________________________
1.2 Student identifies the
biases she/he brings to the
examination of a source
(e.g., analyzing a source
using current perspectives
vs. interpreting a source
using the historical context
of the time in which it was
created).
1.1 Student identifies
authorship, purpose,
content, bias/point of
view, format of source,
location of source in time
and/or place, and/or
intended audience of
sources and analyzes how
some of these factors
influence the reliability
(strengths/weaknesses/
uses) of sources.
______________________________
1.2 Student identifies the
biases she/he brings to
the examination of a
source (e.g., analyzing a
source using current
perspectives vs.
interpreting a source
using the historical
context of the time in
which it was created
created) and explains the
biases of others.
Global History and Geography II Educator Guide
10
CLAIM AND EVIDENCE
NYS Level 2 Descriptor
NYS Level 3 Descriptor
NYS Level 4 Descriptor
NYS Level 5 Descriptor
and discipline-
based (e.g.,
geographic,
economic,
political, and/or
historical) claims
iii. Reliability of the
sources(s) in light
of analysis
• Creation of discipline-
based (e.g., geographic,
economic, political,
and/or historical) claim
or argument includes:
A. Discipline-based (e.g.,
geographic, economic,
political, and/or
historical) claim or
argument
B. Evidence from
source(s) to support
or refute the claim or
argument
• Analysis of discipline-
based (e.g., geographic,
economic, political,
and/or historical) claim
or argument includes:
1.3 Student uses
irrelevant and/or
disconnected historical/
geographic/
economic/political
evidence from multiple
sources to support a
claim without reference
to perspective or
historical context.
______________________________
1.4 Student evaluates a
claim or argument using
invalid evidence or
sources.
______________________________
1.5 Student makes an
implausible claim or
argument using
irrelevant and/or
disconnected
historical/geographic/
economic/political
evidence and data from
sources.
1.3 Student uses relevant
historical/
geographic/
economic/political
evidence from multiple
sources to support a claim
without reference to
perspective or historical
context.
______________________________
1.4 Student evaluates a
claim or argument using
isolated evidence from one or
more sources.
______________________________
1.5 Student presents a
plausible claim or
argument using relevant
historical/
geographic/
economic/political
evidence and data from
sources.
1.3 Student uses relevant
historical/geographic/
economic/political
evidence from multiple
sources to support or refute a
claim or an argument with
reference to perspective
and/or historical context.
______________________________
1.4 Student evaluates a claim
or argument using multiple
sources.
______________________________
1.5 Student constructs a
coherent claim or
argument using relevant
historical/geographic/
economic/political
evidence from sources.
1.3 Student uses relevant
historical/geographic/
economic/political
evidence from multiple
sources to support or refute
a claim or an argument and
proposes alternate
interpretations, with
reference to both perspective
and historical context.
______________________________
1.4 Student evaluates a
claim or argument using
and integrating multiple
sources.
______________________________
1.5 Student constructs a
strong, coherent claim or
argument by integrating
relevant
historical/geographic/
economic/political
evidence from sources.
Global History and Geography II Educator Guide
11
CLAIM AND EVIDENCE
NYS Level 2 Descriptor
NYS Level 3 Descriptor
NYS Level 4 Descriptor
NYS Level 5 Descriptor
A. Discipline-based (e.g.,
1.6 Student describes the
1.6 Student explains how
1.6 Student interprets and
1.6 Student creates a
geographic, economic, relationship between a a given set of explains how a given set of historically accurate
political, and/or given set of sources/documents are sources/documents are interpretation of how a
historical) claim(s) or sources/documents and related, using relevant related, using historical given set of sources/
arguments(s) may use irrelevant evidence. context and relevant documents are related,
B. Evidence from and/or disconnected evidence. using historical context,
source(s) to support evidence. current perspectives, and
or refute the claim relevant evidence.
C. Validity of the claim in ______________________________ ______________________________ ______________________________ _____________________________
light of evidence 1.7 Student supports or
refutes the validity of a
claim/argument by using
opinion, or without the
support of sources.
1.7 Student supports or
refutes the validity of a
claim/argument by
explaining the reliability
of the sources used to
make the claim.
1.7 Student evaluates the
validity of a
claim/argument by
analyzing the reliability of
sources used to make the
claim.
1.7 Student evaluates
the validity of a
claim/argument by
analyzing the reliability
of sources used to make
the claim and proposes
alternative
interpretations.
Global History and Geography II Educator Guide
12
CLAIM AND EVIDENCE
NYS Level 2 Descriptor
NYS Level 3 Descriptor
NYS Level 4 Descriptor
NYS Level 5 Descriptor
CLAIM 2
Students can analyze how
events are related
chronologically and the
geographic, economic,
political, and/or historical
causes and effects of those
events.
EVIDENCE
• Analysis includes:
A. Dynamics of continuity
and change over
periods of time
B. Factors (e.g., ideas,
individuals, groups,
technical developments,
physical settings) that
influenced changes over
time
C. Causes and effects using
geographic, economic,
political and/or
historical lenses
D Effects of location and
other spatial concepts
E. Characteristics that
define historical
period(s)
2.1 Student identifies a
time period, but
inaccurately defines the
historical, geographic,
economic, or political
characteristics associated
with the period.
______________________________
2.2 Student identifies
events in chronological
sequence with
inaccuracies.
______________________________
2.3 Student confuses the
historical, geographic,
economic, or political
factors (e.g., ideas,
individuals, groups,
technical developments,
physical settings) that
influence change and/or
continuity within a time
period.
2.1 Student identifies a
time period and defines
the historical, geographic,
economic, or political
characteristics associated
with the period.
______________________________
2.2 Student identifies
related events in
chronological sequence.
______________________________
2.3 Student identifies the
historical, geographic,
economic, or political
factors (e.g., ideas,
individuals, groups,
technical developments,
physical settings) that
influence change and/or
continuity within a time
period with minor
inaccuracies.
2.1 Student identifies a
time period or periods
and categorizes events
that are associated with
that period or periods,
including historical,
geographic, economic, or
political characteristics
associated with the
period(s).
______________________________
2.2 Student identifies
and describes related
events in chronological
sequence.
______________________________
2.3 Student describes
and explains the
historical, geographic,
economic, or political
factors (e.g., ideas,
individuals, groups,
technical developments,
physical settings) that
influence change and/or
continuity within a time
period.
2.1 Student identifies a
time period or periods and
categorizes events that are
associated with that
period or periods,
explaining her/his
reasoning including
historical, geographic,
economic, or political
characteristics associated
with the period(s).
______________________________
2.2 Student identifies and
analyzes related events in
chronological sequence.
______________________________
2.3 Student analyzes and
explains the historical,
geographic, economic, or
political factors (e.g.,
ideas, individuals, groups,
technical developments,
physical settings) that
influence change and/or
continuity within a time
period.
Global History and Geography II Educator Guide
13
CLAIM AND EVIDENCE
NYS Level 2 Descriptor
NYS Level 3 Descriptor
NYS Level 4 Descriptor
NYS Level 5 Descriptor
2.4 Student defines the
concept of a turning
point.
______________________________
2.5 Student confuses
cause and/or effect using
a single historical,
geographic, economic, or
political lens.
______________________________
2.6 Student confuses
immediate and/or long-
term causes and effects.
2.4 Student defines the
concept of a turning point
and identifies a specific
turning point.
______________________________
2.5 Student
distinguishes between
cause and effect using a
single historical,
geographic, economic, or
political lens as
appropriate.
______________________________
2.6 Student identifies
immediate and long-term
causes and effects for
events, using historical,
geographic, economic,
and/or political lenses as
appropriate with some
inaccuracies.
2.4 Student identifies a
specific turning point and
provide evidence of
subsequent changes.
______________________________
2.5 Student identifies
multiple causes and
multiple effects for events
using historical,
geographic, economic,
and/or political lenses as
appropriate.
______________________________
2.6 Student analyzes
immediate and long-term
causes and effects, as well
as correlations for events,
using historical,
geographic, economic,
and/or political lenses as
appropriate with minor
inaccuracies.
2.4 Student identifies a
specific turning point,
provides evidence of
subsequent changes, and
evaluates the significance
of those changes.
______________________________
2.5 Student identifies and
explains multiple causes
and multiple effects for
events in the context in
which they occur, using
historical, geographic,
economic, and/or political
lenses as appropriate.
______________________________
2.6 Student analyzes and
evaluates immediate and
long-term causes and
effects, as well as
correlations for events,
using multiple disciplinary
lenses as appropriate.
Global History and Geography II Educator Guide
14
CLAIM AND EVIDENCE
NYS Level 2 Descriptor
NYS Level 3 Descriptor
NYS Level 4 Descriptor
NYS Level 5 Descriptor
2.7 Student describes the
location and the spatial
organization of people,
places, regions, and/or
environments using
simplistic terms (e.g.,
cardinal directions,
distance) relating this
description to events
and/or time periods.
2.7 Student explains the
location and spatial
organization of people,
places, regions, and/or
environments using
geographic reasoning,
relating this explanation
to events and time
periods with minor
inaccuracies.
2.7 Student explains the
location and spatial
organization of people,
places, regions, and/or
environments using
geographic reasoning,
relating this explanation
to events and time
periods.
2.7 Student explains the
location and spatial
organization of people,
places, regions, and/or
environments using
geographic reasoning,
relating this explanation
to events and time periods
with some depth.
Global History and Geography II Educator Guide
15
CLAIM AND EVIDENCE
NYS Level 2 Descriptor
NYS Level 3 Descriptor
NYS Level 4 Descriptor
NYS Level 5 Descriptor
CLAIM 3
Students can analyze how
the context of time and
place affect discipline-
based issues and historical
events, and also compare
issues and events across
time and place.
EVIDENCE
• Analysis includes:
A. Connection of
historical
developments to
specific circumstances
of time and place
including the spatial
organization of
people, places, and
environments
B. Connection of
historical
developments to
broader regional,
national, or global
processes and
patterns (e.g.,
revolutions,
movements, crises,
conflicts, ideologies,
belief systems,
networks of exchange,
population
3.1 Student places events
in an inappropriate
context of time and place.
______________________________
3.2 Student identifies
similarities or differences
between issues, historical
developments, and/or
events in different
geographic and cultural
contexts with minor
inaccuracies.
______________________________
3.3 Student compares
issues or events making
errors and/or drawing
inaccurate conclusions.
3.1 Student places issues
and events in the context
of time and place
(including the spatial
organization of people,
places, and environment)
with some inaccuracies.
______________________________
3.2 Student identifies
similarities and
differences between
issues, historical
developments, and/or
events in different
geographic and cultural
contexts with minor
inaccuracies.
______________________________
3.3 Student compares
and/or analyzes issues or
events; the comparison
and/or analysis may
include errors.
3.1 Student places issues
and events in the
appropriate context of
time and place (including
the spatial organization of
people, places, and
environment) with minor
inaccuracies.
______________________________
3.2 Student identifies
and explains in limited
detail similarities and
differences between
issues, historical
developments, and/or
events in different
geographic and cultural
contexts.
______________________________
3.3 Student compares
and/or analyzes issues or
events with some depth.
3.1 Student places issues
and events in the
appropriate context of
time and place (including
the spatial organization of
people, places, and
environment).
______________________________
3.2 Student identifies and
analyzes in detail
similarities and
differences between
issues, historical
developments, and/or
events in different
geographic and cultural
contexts.
______________________________
3.3 Student compares
and/or analyzes issues or
events in depth.
Global History and Geography II Educator Guide
16
CLAIM AND EVIDENCE
NYS Level 2 Descriptor
NYS Level 3 Descriptor
NYS Level 4 Descriptor
NYS Level 5 Descriptor
distributions,
settlement and
migratory patterns)
through a geographic,
economic, political,
and/or historical lens
• Comparison includes:
A. Similarities and
differences between
events through a
geographic, economic,
political, and/or
historical lens
Global History and Geography II Educator Guide
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CLAIM AND EVIDENCE
NYS Level 2 Descriptor
NYS Level 3 Descriptor
NYS Level 4 Descriptor
NYS Level 5 Descriptor
CLAIM 4
Students can analyze
discipline-based (e.g.,
geographic, economic,
political, and/or historical)
issues and demonstrate an
informed course of action.
EVIDENCE
• Analysis includes:
A. Identification and
summary of a
disciplinary issues(s)
B. Summary of research
using disciplinary
lenses and skills (e.g.,
geographic, economic,
political and/or
historical) to support
and/or refute the
issue(s)
C. Connection of the
issue(s) to civic
activism
D. Social and political
responsibilities
associated with
citizenship in an
interdependent global
community in light of
the issue(s)
4.1 Student partially
summarizes an issue with
errors.
______________________________
4.2 Student incompletely
researches issue,
identifies a stakeholder
interested in that issue,
and applies a disciplinary
lens to describe or
partially explain the
causes, current state, and
effects of the issue lacking
detail and support.
______________________________
4.3 Student describes
possible courses of action
with errors and with
limited detail.
4.1 Student identifies
and briefly summarizes
an issue with some
errors.
______________________________
4.2 Student minimally
researches issues,
identifies a key
stakeholder and his/her
vested interest in that
issue, and applies
disciplinary lenses as
appropriate to articulate
the causes, current state,
and effects of the issue
with limited details and
support.
______________________________
4.3 Student evaluates
possible courses of
informed action noting
some costs and benefits
and explaining those
courses of action in
limited detail.
4.1 Student identifies and
summarizes an issue with
limited depth.
______________________________
4.2 Student researches
and applies disciplinary
lenses as appropriate to
articulate and explain the
relevant causes, current
state, and relevant effects
of the issue with detail and
support while identifying
key stakeholders and their
vested interest in that
issue, noting for some
differing philosophies,
political affiliations, or
agendas.
______________________________
4.3 Student evaluates
possible courses of
informed action, noting
long-and/or short-term
costs and benefits, and
explaining those courses
of action in detail.
4.1 Student identifies and
effectively summarizes an
issue in depth.
______________________________
4.2 Student researches
and applies disciplinary
lenses as appropriate to
explain and analyze the
relevant causes, current
state, and relevant effects
of the issue with
significant detail and
support while identifying
key stakeholders and their
vested interests in that
issue, noting differing
philosophies, political
affiliations, or agendas of
some of the stakeholders,
and evaluating a course of
action taken by a
stakeholder.
______________________________
4.3 Student effectively
evaluates possible courses
of informed action in
depth, noting long- and
short-term costs and
benefits, and explaining
and analyzing those
courses of action in
significant detail.
Global History and Geography II Educator Guide
18
CLAIM AND EVIDENCE
NYS Level 2 Descriptor
NYS Level 3 Descriptor
NYS Level 4 Descriptor
NYS Level 5 Descriptor
E. Recommended course
of action to address the
issues(s)
F. Benefits and costs of
taking action to
address the issue(s)
• Demonstration includes:
A. Evidence of carrying
out the recommended
course of action to
address the issue(s)
B. Participation in
activities (e.g., debate,
negotiation, editorials,
raising awareness,
influencing others) that
focus on the issue(s)
4.4 Student fails to or
does not accurately
articulate how her/his
course of informed action
is related to the issue and
provide little or no
evidence.
______________________________
4.5 Student takes action
that does not relate to
issue and information
gathered or student does
not take action.
______________________________
4.6 Student does not
engage targeted audience.
4.4 Student articulates
how her/his course of
informed action is related
to the issue with limited
evidence and detail.
______________________________
4.5 Student takes
informed action in local,
state, national, and/or
global community and
demonstrates civic
responsibility through
the action.
______________________________
4.6 Student minimally
engages the targeted
audience through an
appropriate course of
informed action.
4.4 Student articulates
how her/his course of
informed action is related
to the issue with evidence
and detail.
______________________________
4.5 Student takes
informed action, in local,
state, national, and/or
global community and
demonstrates civic
responsibility through the
action.
______________________________
4.6 Student engages
and/or affects the targeted
audience and/or
community in some ways
through an appropriate
course of informed action.
4.4 Student effectively
articulates and explains
how her/his course of
informed action is related
to the issue with
significant evidence and
detail.
______________________________
4.5 Student takes
informed action in local,
state, national, and/or
global community and
demonstrates civic
responsibility through the
action.
______________________________
4.6 Student effectively
engages and affects the
targeted audience and/or
community in significant
ways through an
appropriate course of
informed action.
______________________________
4.7 Student minimally
reflects on informed
course of action through
written, visual, or verbal
means.
______________________________
4.7 Student reflects on
informed course of action
through written, visual,
or verbal means.
______________________________
4.7 Student reflects on
informed course of action
with analysis and detail
through written, visual, or
verbal means.
______________________________
4.7 Student effectively
reflects on informed
course of action with
significant analysis and
detail through written,
visual, or verbal means.
Global History and Geography II Educator Guide
19
Test Design and Weighting of Parts
The chart below outlines the test design for the Regents Examination in Global History and Geography II.
Part 1 consists of stimulus-based multiple-choice questions, Part 2 consists of two sets of short-answer
constructed-response questions, and Part 3 consists of an extended essay question (Enduring Issues Essay).
Each of the three parts of the Regents Examination in Global History and Geography II has a number of raw
score credits associated with the questions/tasks within that part. To ensure an appropriate distribution of
credits across the test, each part is weighted. The weightings take into account anticipated time on task, content
coverage, and psychometric properties of the test. The table below shows the raw score credits, weighting
factor, and weighted score credits for each part of the test. This information will be used to determine each
student’s scale score (final exam score) using a conversion chart provided by NYSED.
Parts Question Type
Number of Questions
Maximum
Raw Score
Credit
Weighting
Factor
Maximum
Weighted
Score Credits
Part 1
Stimulus-Based Multiple-Choice Questions 28 28 1 28
Part 2
Stimulus-Based Short-Answer Constructed-Response
Questions (CRQs)
-One Cause/Effect set
-One Similarities/Differences or Turning Point set
2 Sets
Set 1 has 3 one-point
questions
Set 2 has 4 one-point
questions
7 1 7
Part 3
Enduring Issues Essay
-Extended Essay based on five documents
1 5 3 15
Total
50
Global History and Geography II Educator Guide
20
Question Formats
Part 1—Multiple-Choice Questions
In each multiple-choice question, students will be presented with a stimulus or set of stimuli and a series of
two or more questions related to that stimulus/stimuli. Occasionally, a stimulus may be used to test a single
question. Students will be asked to answer multiple-choice questions based on the stimulus/stimuli and on their
knowledge of social studies.
Multiple-choice questions will test content and skills. The content is found in the Grade 10 section of the NYS
K–12 Social Studies Framework represented by the key ideas and content understandings. The test
specification grid below shows the possible range of questions per key idea on the exam.
GLOBAL HISTORY AND GEOGRAPHY II
TEST SPECIFICATION GRID
Range of Items by Key Idea
(Multiple Choice)
Key Idea Range
10.1
0-3
0-11%
10.2
1-9
3-32%
10.3
1-9
3-32%
10.4
1-6
3-21%
10.5
1-9
3-32%
10.6
1-6
3-21%
10.7
1-9
3-32%
10.8
1-6
3-21%
10.9
1-9
3-32%
10.10
1-6
3-21%
Cross topical
0-6
0-21%
Total # of Multiple-Choice Questions 28
Global History and Geography II Educator Guide
21
Task Models
The skills component of each multiple-choice question is represented by a Task Model. As previously stated,
Task Models are designed to elicit the use of a particular social studies skill and to address content from the
Framework. There are 18 Task Models. Each multiple-choice question is built by determining which skill will
be tested, identifying the task model related to that skill, and then determining the content. The selection of a
stimulus or a pair of stimuli depends on the skill and content being tested. Task Models are based on the Global
History and Geography II claims, evidence, and Performance-Level Descriptions. A task model chart is
provided on pages 23 through 26.
Global History and Geography II Educator Guide
22
Part 1: Task Models for Stimulus-Based Multiple-Choice Questions
Task Models for Multiple-Choice Questions
Claims
Evidence
PLDs
1) Students are given a stimulus and asked to evaluate and classify
(identify) best use.
1, 2, 3
Analysis of sources; Dynamics of continuity and change
over periods of time; Connection of historical
developments to specific circumstances of time and
place including the spatial organization of people,
places, and environments
1.1, 2.1,
3.1
2) Students are given a stimulus and asked to identify point of
view, purpose, context, bias, format of source, location of
source in time and/or place, and/or intended audience of
sources using background knowledge.
1, 3
Analysis of sources; Connection of historical
developments to specific circumstances of time and
place including the spatial organization of people,
places, and environments; Factors (e.g., ideas,
individuals, groups, technical developments, physical
settings) that influenced changes over time
1.1, 3.1
3) Students are given a stimulus and asked to identify support for a
given claim (bound in same timeframe/event/space). It must
require students to draw on their knowledge rather than on
straight comprehension of text.
1, 2
Evidence from source(s) to support or refute the claim
or argument; Connection of historical developments to
specific circumstances of time and place including the
spatial organization of people, places, and
environments; Factors (e.g., ideas, individuals, groups,
technical developments, physical settings) that
influenced changes over time
1.4, 1.5,
2.1, 2.2
4) Students are given a stimulus and asked to select a plausible
claim that logically flows from evidence presented.
1, 2
Evidence from source(s) to support or refute the claim
or argument; Connection of historical developments to
specific circumstances of time and place including the
spatial organization of people, places, and
environments; Factors (e.g., ideas, individuals, groups,
technical developments, physical settings) that
influenced changes over time
1.4, 1.5,
2.1, 2.2
Global History and Geography II Educator Guide
23
Part 1: Task Models for Stimulus-Based Multiple-Choice Questions
Task Models for Multiple-Choice Questions
Claims
Evidence
PLDs
5) Students are given a stimulus and asked to identify the
significance of a turning point in history.
1, 2, 3
Evidence from source(s) to support or refute the claim
or argument; The dynamics of continuity and change
over periods of time; Connection of historical
developments to specific circumstances of time and
place including the spatial organization of people,
places, and environments
1.4, 2.4,
3.1
6) Students are given a stimulus and asked to identify the
significance of an event, action, idea, or development as part of
change or part of continuity in history.
1, 2
Evidence from source(s) to support or refute the claim
or argument; Connection of historical developments to
specific circumstances of time and place including the
spatial organization of people, places, and
environments; Factors (e.g., ideas, individuals, groups,
technical developments, physical settings) that
influenced changes over time
1.4, 2.1,
2.2, 2.3
7) Students are given a stimulus and asked to identify a central
cause of the described phenomenon.
1, 2
Evidence from source(s) to support or refute the claim
or argument; Causes and effects using geographic,
economic, political, and/or historical lenses; Effects of
location and other spatial concepts
1.4, 2.5,
2.6
8) Students are given a stimulus and asked to identify a central
effect of the described phenomenon.
1, 2
Evidence from source(s) to support or refute the claim
or argument; Causes and effects using geographic,
economic, political, and/or historical lenses; Effects of
location and other spatial concepts
1.4, 2.5,
2.6
9) Students are given a stimulus and asked to identify the impact
of time and place on an issue or event linked to that stimulus.
1, 2, 3
Evidence from source(s) to support or refute the claim
or argument; Effects of location and other spatial
concepts; Connection of historical developments to
specific circumstances of time and place including the
spatial organization of people, places, and environments
1.4, 2.7,
3.1
Global History and Geography II Educator Guide
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Task Models for Multiple-Choice Questions
Claims
Evidence
PLDs
10) Students are given one stimulus or two stimuli and asked to
identify a similarity in the described phenomenon (historical
development, historical event, geographic setting, economic
situation, individual’s action/belief) (implicit comparison).
1, 3
Analysis of sources; Evidence from source(s) to support
or refute the claim or argument; Connection of historical
developments to specific circumstances of time and
place including the spatial organization of people,
places, and environments
1.1, 1.4,
3.2
11) Students are given one stimulus or two stimuli and asked to
identify a difference in the described phenomenon (historical
development, historical event, geographic setting, economic
situation, individual’s action/belief) (implicit comparison).
1, 3
Analysis of sources; Evidence from source(s) to support
or refute the claim or argument; Connection of historical
developments to specific circumstances of time and
place including the spatial organization of people,
places, and environments
1.1, 1.4,
3.2
12) Students are given a stimulus and asked to identify an informed
action taken by an individual, group, or government connected
to civic activism.
1, 3, 4
Evidence from source(s) to support or refute the claim
or argument; Connection of historical developments to
specific circumstances of time and place including the
spatial organization of people, places, and
environments; Identification and summary of a
disciplinary issue(s); Connection of the issue(s) to civic
activism
1.4, 4.1,
4.2
13) Students are given a visual stimulus such as a map, graph,
chart, time line, cartoon, or photograph and asked to extract
relevant information to answer a question, or to respond to a
claim or argument.
1, 3
Analysis of sources; Connection of historical
developments to specific circumstances of time and
place including the spatial organization of people,
places, and environments; Differentiate between
relevant and irrelevant evidence demonstrating the
ability to accurately interpret visual stimuli
1.3, 1.4,
1.7, 3.1
14) Students are given one stimulus or two stimuli and asked to
identify a stakeholder or a stakeholder’s issue.
1,4
Evidence from source(s) to support or refute the claim
or argument; Identification and summary of a
disciplinary issue(s); Connection of the issue(s) to civic
activism
1.4, 4.1,
4.2
Global History and Geography II Educator Guide
25
Task Models for Multiple-Choice Questions
Claims
Evidence
PLDs
15) Students are given a stimulus and asked to identify a course of
action recommended by a historical figure, a group, or a
government.
1, 2, 3, 4
Evidence from source(s) to support or refute the claim
or argument; Connection of historical developments to
specific circumstances of time and place including the
spatial organization of people, places, and
environments; Identification and summary of a
disciplinary issue(s); Connection of the issue(s) to civic
activism; Recommended course of action to address the
issue(s)
1.4, 2.3,
3.1, 4.1,
4.3
16) Students are given a stimulus and asked to identify how
historical events are related chronologically.
1, 2
Analysis of sources/information; Identifies how events
are related historically/chronologically or identifies
characteristics associated with a historical period
(sequencing events)
2.1, 2.2,
2.4, 2.5,
2.6, 3.1
17) Students are given one stimulus or two stimuli and asked to
identify a problem (issue).
1, 4
Evidence from source(s) to support or refute the claim
or argument; Identification and summary of a
disciplinary issue(s); Connection of the issue(s) to civic
activism
1.4, 4.1,
4.2
18) Students are given one stimulus or two stimuli and asked to
identify a response to a problem (issue).
1, 4
Evidence from source(s) to support or refute the claim
or argument; Identification and summary of a
disciplinary issue(s); Connection of the issue(s) to civic
activism
1.4, 4.1,
4.2
Global History and Geography II Educator Guide
26
Part 2— Short-Answer Constructed-Response Questions (CRQs)
with CRQ Set Types
Short-answer constructed-response questions are designed to assess social science and historical
thinking skills using primary and secondary sources. Each set of CRQs is based on a pair of
documents and has three parts; context, sourcing, and relationship. There will always be two CRQ
sets on each examination; one Cause and Effect set and one Similarities/Differences or Turning
Point set. Pages 28 through 36 provide an overview and a guide to understanding the Short-Answer
CRQ section of the Regents Examination in Global History and Geography II.
Global History and Geography II Educator Guide
27
Document 1
Question 1
Historical /Geographic Context
[May be a primary or secondary source]
The response to question 1 requires the
student to include historical circumstances
OR
to include geographic context.
Document 2
Q
uestion 2
Sourcing
[May be a primary or secondary source]
The response to question 2 prov
ides the
opportunity for students to address
• Bias OR
Point of View OR
Audience OR
Purpo
se
Documents 1 and 2
Question 3
Relationship between Document 1 & Document 2
[Synthesis]
The response to question 3 will be based on relationships between documents 1 and 2
allowing students to identify and explain these relationships:
• Identify and Explain a Cause-and-Effect relationship between the events and/or ideas
• Identify a Turning Point associated with the historical developments related to both documents AND Exp
lain
how the turning point you identified created significant change
• Identify a Similarity or a Difference between XXX and YYY AND Explain why it is a similarity or a difference
The response to question 3 must include evidence from both documents 1 and 2.
Global
History and Geography II Educator Guide
28
Short-Answer Constructed-Response Question (CRQ) Set Types
Always
One of the Following
Causation: Cause & Effect
Turning Point
Comparison: Similarities & Differences
Student uses information from Document 1 to
respond.
Question 1 — Historical/geographic context:
Requires response to address the historical
circumstances or geographic context [1]
Student uses information from Document 1 to
respond.
Question 1 — Historical/geographic context:
Requires response to address the historical
circumstances or geographic context [1]
Student uses information from Document 1 to
respond.
Question 1 — Historical/geographic context:
Requires response to address the historical
circumstances or geographic context [1]
Student uses information from Document 2 to
respond.
Question 2 — Requires response to provide
information about bias, point of view, audience,
or purpose [1]
Student uses information from Document 2 to
respond.
Question 2 — Requires response to provide
information about bias, point of view, audience,
or purpose [1]
Student uses information from Document 2 to
respond.
Question 2 — Requires response to provide
information about bias, point of view, audience,
or purpose [1]
Student uses information from Documents 1 &
2 to respond.
Question 3 — Requires response to identify a
cause-and-effect relationship between events,
ideas, or historical developments [1]
Student uses information from Documents 1 &
2 to respond.
Question 3a — Requires response to identify a
turning point associated with the historical
developments [1]
Question 3b — Requires response to explain
how the turning point identified created
significant change [1]
Student uses information from Documents 1 & 2
to respond.
Question 3a — Requires response to identify a
similarity or a difference between the events,
ideas, or historical developments [1]
Question 3b — Requires response to explain a
similarity or a difference between the events,
ideas, or historical developments [1]
3 Points
4 Points
4 Points
Global History and Geography II Educator Guide
29
Questions 1, 2, and 3 of CRQ
Identify—means to put a name to or to name.
Explain—means to make plain or understandable; to give reasons for or causes of; to
show the logical development or relationship of something.
Each examination will include two CRQs: one Cause-and-Effect and EITHER a Turning Point
OR a Similarity/Difference CRQ.
Question 1
• Historical Circumstances
• Geographic Context—refers to where this historical development/event is taking place
and why it is taking place there.
The response to Question 1 will not usually come directly from the document, but it will be
related to information in the document.
Question 2
Document 2
The question is designed to align with the specific source provided.
Question 3—Causation
• 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.
The response will need to identify and explain a cause-and-effect relationship using evidence
from both documents 1 and 2. The explanation should make clear what the cause is and what
the effect is.
Global History and Geography II Educator Guide
30
Question 3—Turning Point
Questions 3a and 3b
• Turning point—is a major event, idea, or historical development that brings about
significant change. It can be local, regional, national, or global.
Responses will need to both identify the turning point and explain how the turning point
identified created significant change. The explanation must include evidence from both
documents 1 and 2.
Question 3—Comparison
Questions 3a and 3b
• 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.
Responses will need to clearly identify a similarity or a difference and explain that similarity
or difference using evidence from both documents 1 and 2.
Scoring information for Question 3b:
For turning point and similarity/difference CRQs, an answer for 3b is incorrect if it
• only identifies and does not explain
• is not using evidence related to information in both documents
• provides incorrect information
• does not answer the question
Global History and Geography II Educator Guide
31
Sources and Evidence
Questions 1, 2, and 3 of the CRQ
Primary Source: For historians, primary sources are materials from the time period being
studied. These original documents offer the freshness that comes from direct personal
observation, but lack the benefit that only comes from hindsight. These materials include letters,
speeches, diaries, newspaper articles, oral history interviews, documents, photographs, and
artifacts. They can also include less obvious sources (songs, plays, poems, advertisements,
survey data, legal documents, and financial documents) as long as they come directly from the
time period in question and provide relevant historical evidence.
Secondary Source: For historians, secondary sources are works of synthesis, analysis, and
interpretation based on primary sources as well as the work of other authors. Some examples
include textbooks, history books, scholarly journal articles, biographies, and encyclopedias.
Secondary sources are interpretive works created or written after the time period being studied and
have the benefit of hindsight, but lack the benefit of immediacy.
Considerations when using historical sources:
• Meanings of words sometimes change over time.
• Values can be different in different time periods as well as in different cultures.
Document 1 may be a primary source or a secondary source.
Document 2 may be a primary source or a secondary source.
Analysis of Sources
Question 2 of the CRQ
Evidence: Evidence refers to information or details from a source that can be used for a specific
purpose, such as drawing a conclusion or formulating an argument.
Determining evidence from a source:
• Is based on the interpretation of the source(s)
• Is based on the examination/questioning of sources to determine/judge/interpret if a
source is authentic, if it is biased, if it is accurate, and therefore if it is reliable
Evidence from a source can be used to support, extend, or challenge a historical argument.
Evidence and sources are NOT the same thing. Evidence, like sources, needs to be analyzed and
evaluated.
• All evidence is not of equal validity.
• All valid evidence is not of equal relevance.
• All valid relevant evidence is not of equal significance.
Global History and Geography II Educator Guide
32
Question 2 of CRQ
Bias: Bias refers to one-sidedness. It always implies the opposite of objectivity. Instead of
presenting facts in a neutral way, without inserting one’s particular slant or opinion, bias is usually
expressed in one of several ways:
• Through the use of “loaded” language, including appeals to emotion, exaggeration, or
propaganda designed to frame a person, event, group, or institution in an overly positive or
overly negative manner, e.g., the wicked, barbaric soldiers who rampage the countryside,
wantonly destroying the property of innocent, unsuspecting civilians
• Through the deliberate inclusion or deliberate exclusion of certain facts to support a
particular interpretation, including a lack of balance or an argument where only one side is
presented and specific details are overemphasized, downplayed, or omitted
• Through character attacks and slurs, including subjective statements against a particular
race, nation, or group within a society
An author may have a reason for being one-sided. Bias may result from limited access to
information, unquestioned traditions, and/or life experiences. Unreasoned judgment or a
prejudiced outlook can produce bias. Bias may be indicated by knowledge about the
background of the author who may have a specific point of view: political, economic, social,
religious, or moral.
Being biased does not limit the value of a source; however, it does affect how evidence from
the biased source is used.
Scoring Note: When answering question 2, a response cannot simply state the author is biased. It
must explain the answer by stating which part of the story the author left out or
what the author inaccurately reported.
Point of View: Point of view is an opinion. Historians use point of view differently than English
teachers who define point of view as first person, second person, and third person.
Difference between point of view and bias: Point of view and bias exist on a spectrum
between objectivity and subjectivity. An author may express an objective point of view on an
issue in a balanced way OR may express an opinion that shows bias by providing unreasoned
or poorly supported beliefs and/or strong personal feelings.
Audience: Audience refers to the group for whom a given document or source was produced or
intended. When thinking about audience ask:
• Why does this work/document exist?
• Who was the author thinking would receive this work/document?
• Does the author of the work/document indicate who the intended audience is?
Purpose: Purpose refers to the reason a record, document, or source was produced.
When thinking about purpose ask:
• Why does this work/document exist?
• Why did the author create this work/document?
• What is the intent of this work/document?
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Some documents will include background/contextual information. If included, this information
will appear above the document and should be considered as part of the document. Sourcing
citation information will always appear below the document and should also be considered as
part of the document.
Example of the layout for a document:
Be sure all parts of the document: background/context, content of the document, and sourcing
citation are carefully read before formulating answers to the questions in Part II, CRQ.
Global History and Geography II Educator Guide
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The following references were consulted when developing the CRQ:
• Bailyn, Bernard. On the Teaching and Writing of History: Responses to a Series of
Questions, Edward Connery Lathem, ed., Chanhassen, MN, Montgomery Press, 1994.
• Barzun, Jacques and Henry F. Graf. The Modern Researcher, 3
rd
edition, New York,
Harcourt Brace Jovanovich, 1977.
• Collingwood, R.G. “What is History?” Susan Miller, ed., The Written World. Reading
and Writing in Social Contexts, New York, Harper, 1989 (336-341).
• Enright, Kerry, “Why Did It Happen? Making Claims about Cause and Effect,” National
History Education Clearinghouse, http://teachinghistory.org/teaching-materials/english-
language-learners/24142.
• Hinton, Chris. What is Evidence?, London, John Murray, 1990.
• “Learning about cause and consequence,” The Critical Thinking Consortium, 2014,
www.tc2.ca.
• Sieborger, Rob, Gail Weldon, and Chris Hinton. What is Evidence? South Africa During
the Years of Apartheid: A Skills-based Approach to Secondary History, Cape Town,
South Africa, Francolin Publishers, 1996.
• Storey, William Kelleher. Writing History: A Guide for Students, 4
th
edition, New York,
Oxford University Press, 2013.
• Writing For Social Studies, Evanston, Illinois, McDougal Littell, 1998.
Global History and Geography II Educator Guide
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Part 3—Enduring Issues Essay Question
The enduring issues essay question will include five documents. Each of the five documents
will contain multiple issues. An enduring issue is a challenge or a problem that has been
debated or discussed across time. An enduring issue is one that many societies have
attempted to address with varying degrees of success. The task requires students to identify
and explain an enduring issue based on a historically accurate interpretation of at least
three documents, explain the issue using evidence from at least three documents, and argue
that this is a significant issue that has endured. The argument should include how this issue
has affected people or has been affected by people and how the issue has continued to be
an issue or has changed over time.
The identification of the enduring issue will be dependent on the five documents provided,
the context of those documents, and the perspective or lens the student uses to interpret
those documents. This set of circumstances will affect how the enduring issue is defined.
Defining the enduring issue will require information from the documents and the
application of social studies knowledge.
Enduring issues are often nested, meaning they contain a possible range of issues within
them. One example of an enduring issue would be conflict, which could include war,
disputes over resources, or threats to the balance of power. Another example of an enduring
issue would be security. Issues nested under security could include cyber theft, weapons of
mass destruction, or debate over the need for collective security. Depending on the
documents provided, a student might write about conflict as a broad issue or war as a more
specific issue. The enduring issue the student writes about is determined by the student
based on the documents provided.
For a non-comprehensive list of enduring issues, please access the link below, select
“Framework-based Social Studies Regents Examinations” and then under “Enduring
Issues Essay” select “Enduring Issues Chart.”
http://www.p12.nysed.gov/assessment/ss/home.html
This information can also be found online at Engage NY by accessing the link below.
Select “Enduring Issues Chart” located below the Vimeo
https://www.engageny.org/resource/regents-exam-global-history-and-geography-ii-
enduring-issues-essay-update-may-2017
[Remember the “Enduring Issues Chart” is a way to think about enduring issues; it is not meant to
be memorized.]
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Detailed Directions for Training Raters to Score Responses to Enduring Issues Essay
In training raters to score responses to the Part III Enduring Issues Essay of these examinations,
follow the procedures outlined below:
1. Introduction to the Enduring Issues Essay—
The introduction to the Enduring Issues Essay may take place once the
administration of the examination has begun.
a. Raters read the documents for the Enduring Issues Essay.
b. Raters identify the issues presented in the documents.
c. Raters discuss possible issues and summarize expectations for responses.
2. Introduction to the Content-Specific Rubric—
The introduction to the content-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.
a. Trainer leads review of the specific rubric with reference to the task.
b. Trainer reviews procedures for assigning holistic scores, i.e., by matching evidence
from the documents to the rubric.
c. Trainer leads discussion of scoring criteria.
d. Trainer leads review of each anchor paper and commentary.
3. Practice Individual Scoring
a. Raters score a set of papers independently without looking at the scores and
commentaries provided.
b. Trainer leads discussion of scores until raters feel confident enough to move on to
actual rating.
4. Each Enduring Issues Essay is to be scored by two raters; a third rater will be needed to
resolve scores that differ by more than one point.
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Enduring Issues Essay Scoring Notes
1. Some examples of enduring issues that students may identify in at least three documents
are provided. However, other issues may be identified if they are supported by accurate
facts and examples from both the documents and outside information.
2. The discussion of the issue must be related to the documents, accomplish the task, and be
supported by accurate facts and examples.
3. The identification and explanation of the enduring issue may be included in the discussion
of why the issue is significant and how it has endured across time.
4. Information used to discuss how the enduring issue has affected people or has been affected
by people may also be used to discuss how the issue has endured across time.
5. The enduring issue may be discussed from different perspectives as long as the position
taken is supported with accurate historical facts and examples.
6. A specific time period or era need not be identified as long as it is implied in the discussion.
7. A response may discuss either how the enduring issue affected people or has been affected
by people or both.
8. A response may discuss either continuity or change regarding the selected enduring issue or
both.
9. While not required, a student may include relevant information from the 9th grade social
studies framework.
10. While the United States should not be the focus of the argument, issues related to the
United States may be used to address the task as long as the information used relates to the
enduring issue selected from the documents.
11. While the focus of the response should be on the enduring issue that is identified, additional
enduring issues may be referenced as part of the discussion. However, if two or more
enduring issues are addressed in separate discussions only the first one should be scored.
Draft Generic Rubric for the Enduring Issues Essay
Score of 5:
• Clearly identifies and accurately explains one enduring issue raised in at least three documents
(See Explanation and Evidence from Documents)
• Develops an even, thoughtful, and in-depth argument about how the enduring issue has
affected people or has been affected by people and how the issue continues to be an issue or
has changed over time
• Is more analytical than descriptive
• Richly supports the task by incorporating relevant evidence that includes facts, examples, and
details from at least three documents
• Richly supports the task by incorporating substantial relevant outside information
• Demonstrates a logical and clear plan of organization; includes an introduction and a
conclusion
Score of 4:
• Identifies and accurately explains one enduring issue raised in at least three documents
• Develops a thoughtful argument in some depth about how the enduring issue has affected
people or has been affected by them and how it continues to be an issue or has changed over
time or develops the argument somewhat unevenly by discussing one aspect of the argument
more thoroughly than the other
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• Is both descriptive and analytical
• Supports the task by incorporating relevant evidence that includes facts, examples, and details
from at least three documents
• Supports the task by incorporating relevant outside information
• Demonstrates a logical and clear plan of organization; includes an introduction and a
conclusion
Score of 3:
• Identifies and explains one enduring issue raised in the set of documents
• Develops both aspects of the argument with little depth or develops only one aspect of the
argument with some depth; may include minor inaccuracies
• Is more descriptive than analytical
• Includes some relevant evidence that includes facts, examples, and details from some of the
documents
• Includes limited relevant outside information
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion
Score of 2:
• Identifies, but does not clearly explain, one enduring issue raised in the set of documents
• Minimally develops both aspects of the argument or develops one aspect of the argument in
little depth; may include minor inaccuracies
• Is primarily descriptive; may include faulty, weak, or isolated application or analysis
• Includes few relevant facts, examples, and details from the documents or consists primarily of
relevant information copied from the documents
• Presents little or no relevant outside information
• Demonstrates a general plan of organization; may lack focus; may contain digressions; may
lack an introduction or a conclusion
Score of 1:
• Identifies, but does not explain, one enduring issue raised in the documents
• Minimally develops one aspect of the argument; may include minor inaccuracies
• Is descriptive; may lack understanding or application
• Includes some vague, unclear references to the documents or includes minimal relevant facts,
examples, and details copied from the documents; may include some inaccuracies
• Presents no relevant outside information
• May demonstrate a weakness in organization; may lack focus; may contain digressions; may
lack an introduction and a conclusion
Score of 0:
Fails to develop the task or may only refer to the issue in a general way; OR includes no relevant
facts, examples, or details; OR includes only evidence copied from the documents; OR includes
only entire documents copied from the test booklet; OR is illegible; OR is a blank paper
Global History and Geography II Educator Guide
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Resources
For additional information on the Framework-based Regents Examination in Global
History and Geography II (Grade 10) refer to the following links:
Office of State Assessment Social Studies page – Prototypes, Vimeos, and useful
documents for Part I, Part II, and Part III
http://www.p12.nysed.gov/assessment/ss/framework-globalhistory.html
Global History and Geography II Educator Guide
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ADDENDUM
DRAFT PROTOTYPES FOR
GLOBAL HISTORY AND GEOGRAPHY REGENTS EXAM
PART 2—SHORT ANSWER CONSTRUCTED-RESPONSE QUESTIONS
Global History and Geography II Educator Guide
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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
Historical Context—refers to the historical circumstances that led to this
event/idea/historical development.
1. Explain the historical circumstances that led to the development of the Treaty of Versailles.
[1]
Framework
10.5c: The devastation of the world wars and use of total war led
people to explore ways to prevent future world wars.
Reference
Students will examine international efforts to work together to
build stability and peace, including Wilson’s Fourteen Points, the
Treaty of Versailles, the League of Nations, and the United
Nations.
Global History and Geography II Educator Guide
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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 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
2. Based on the cartoon, explain how audience affects the way Daniel Fitzpatrick presents his
ideas. [1]
Framework
Reference
10.5d: Nationalism and ideology played a significant role in shaping
the period between the world wars.
Students will examine the role of nationalism and the
development of the National Socialist state under Hitler in
Germany.
Global History and Geography II Educator Guide
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Document 1 Document 2
Select Articles from the Treaty of Versailles
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
fasci
sm in Europe.
Article 159
The German military forces shall be demobilised and
reduced as prescribed hereinafter.
Article 231
The A
llied 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
Source: Daniel Fitzpatrick,
St. Louis Post- Dispatch,
October 19, 1930
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 between the events and/or ideas found
in these documents. Be sure to use evidence from both documents 1 and 2 in your response.
[1]
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SHORT ANSWER QUESTIONS—SET #2 (Turning Point)
Document 1
Geographic Context—refers to where this historical development/event is taking place and
why it is taking place there.
1. Explain the geographic context for the historical development shown on this map.
Framework
10.4a: European industrialized states and Japan sought to play a
dominant role in the world and to control natural resources for
political, economic, and cultural reasons.
Reference
Students will trace how imperial powers politically and
economically controlled territories and people, including
direct and indirect rule in Africa (South Africa, Congo, and
one other territory), India, Indochina, and spheres of
influence in China.
Global History and Geography II Educator Guide
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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
2. Based on this excerpt, explain Dr. Tatsuichiro Akizuki’s purpose for writing about what
occurred in Nagasaki on August 9, 1945. [1]
Framework
Reference
10.5b: Technological developments increased the extent of damage
and casualties in both World War I and World War II.
Students will compare and contrast the technologies utilized
in both World War I and World War II, noting the human and
environmental devastation.
Global History and Geography II Educator Guide
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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
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 directly associated with the historical developments found in both
documents 1 and 2. [1]
3b. Explain how the turning point you identified created significant change, using evidence from
both documents 1 and 2. [1]
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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
Historical Context—refers to the historical circumstances that led to this event/idea/
historical development.
1. Explain the historical circumstances that led to British exploration in West Africa in the
1830s. [1]
Framework
10.4a: European industrialized states and Japan sought to play a
dominant role in the world and to control natural resources for
political, economic, and cultural reasons.
Reference
Students will trace how imperial powers politically and
economically controlled territories and people, including
direct and indirect rule in Africa (South Africa, Congo, and
one other territory), India, Indochina, and spheres of
influence in China.
Global History and Geography II Educator Guide
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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
2. Based on this excerpt from Nnamdi Azikiwe’s speech, identify his point of view concerning
British colonialism. [1]
Framework
Reference
10.4a: European industrialized states and Japan sought to play a
dominant role in the world and to control natural resources for
political, economic, and cultural reasons.
Students will trace how imperial powers politically and
economically controlled territories and people, including
direct and indirect rule in Africa (South Africa, Congo, and
one other territory), India, Indochina, and spheres of
influence in China.
10.7b: African independence movements gained strength as European
states struggled economically after World War II. European efforts to
limit African nationalist movements were often unsuccessful.
Students will explore at least two of these three African
independence movements: Ghana, Algeria, Kenya.
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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 ideas about the role of the British in Africa as
expressed in documents 1 and 2. [1]
3b. Explain the similarity or the difference you identified using evidence from both
documents. [1]
G
lobal History and Geography II Educator Guide
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