FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
GLOBAL HISTORY AND GEOGRAPHY II
Thursday, June 15, 2023 — 9:15 a.m. to 12:15 p.m., only
RATING GUIDE FOR PART II
(Short-Answer Constructed Response Questions) AND
PART III (Enduring Issues Essay)
Updated information regarding the rating of this examination may be posted on the New
York State Education Department’s web site during the rating period. Visit the site at:
https://www.nysed.gov/state-assessment/high-school-regents-examinations and select the link
“Scoring Information” for any recently posted information regarding this examination. This
site should be checked before the rating process for this examination begins and several
times throughout the Regents Examination period.
Copyright 2023
The University of the State of New York
THE STATE EDUCATION DEPARTMENT
Albany, New York 12234
Contents of the Rating Guide
For Part II Short-Answer Constructed Response (open-ended) questions:
• A question-specic rubric
For Part III Enduring Issues Essay:
• A content-specic rubric
• Prescored answer papers. Each score level has one paper. They are ordered by score level from high
to low.
• Commentary explaining the specic score awarded to each paper
• Five prescored practice papers
General:
• Web addresses for the test-specic conversion chart and teacher evaluation forms
Global Hist. & Geo. II Rating Guide – June ’23 [2]
Mechanics of Rating
The procedures on pages 2 and 3 are to be used in rating papers for this examination. More detailed
directions for the organization of the rating process and procedures for rating the examination are included
in the Information Booklet for Scoring the Regents Examination in Global History and Geography II.
Rating the CRQ (open-ended) Questions
(1) Follow your school’s procedures for training raters. This process should include:
Introduction to the task—
• Raters read the task
• Raters identify the answers to the task
• Raters discuss possible answers and summarize expectations for student responses
(2) The CRQ questions are to be scored by one rater.
(3) The scores for each CRQ question must be recorded in the student’s examination booklet and on the
student’s answer sheet. The letter identifying the rater must also be recorded on the answer sheet.
(4) Record the total Part II score if the space is provided on the student’s Part I answer sheet.
Rating the Enduring Issues Essay Question
(1) Follow your school’s procedures for training raters. This process should include:
Introduction to the task—
• Raters read the task
• Raters identify the answers to the task
• Raters discuss possible answers and summarize expectations for student responses
Introduction to the rubric and anchor papers—
• Trainer leads review of specic rubric with reference to the task
• Trainer reviews procedures for assigning holistic scores, i.e., by matching evidence from the
response to the rubric
• Trainer leads review of each anchor paper and commentary
Practice scoring individually—
• Raters score a set of ve papers independently without looking at the scores and commentaries
provided
• Trainer records scores and leads discussion until the raters feel condent enough to move on to
actual rating
(2) When actual rating begins, each rater should record his or her individual rating for a student’s essay on
the rating sheet provided, not directly on the student’s essay or answer sheet. The rater should not
correct the student’s work by making insertions or changes of any kind.
(3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that
differ by more than one point.
Global Hist. & Geo. II Rating Guide – June ’23 [3]
Schools are not permitted to rescore any of the open-ended questions (CRQs, Enduring
Issues Essay) on this exam after each question has been rated the required number of times
as specied in the rating guide, regardless of the nal exam score. Schools are required to
ensure that the raw scores have been added correctly and that the resulting scale score has been
determined accurately. Teachers may not score their own students’ answer papers.
The scoring coordinator will be responsible for organizing the movement of papers, calculating a nal
score for each student’s essay, recording that score on the student’s Part I answer sheet, and determining
the student’s nal examination score.
The conversion chart for this examination is located at https://www.nysed.gov/state-assessment/
high-school-regents-examinations and must be used for determining the nal examination score.
Global Hist. & Geo. II Rating Guide – June ’23 [4]
Global History and Geography
Part II Question-Specific Rubric
Constructed Response Questions
June 2023
CRQ Set 1:
Document 1
29 Explain the historical circumstances that led to the situation shown in these engravings.
Score of 1:
•• Correct response
Examples:
– the Industrial Revolution led to an increased need for coal as a source of fuel;
– an increased need for coal/fossil fuels as a source of power;
– development of improved technology/steam engine used in coal industry;
– children were cheaper to employ in industry/mining;
– children were used during the Industrial Revolution because they could fit into smaller
spaces;
– the Agricultural Revolution in England caused people to leave farms/villages and members
of the family, including children, had to work to support the family;
– there was a large supply of natural resources for industrialization in Britain
Score of 0:
•• Incorrect response
Examples:
– building tunnels;
– manual labor;
– conditions in mines;
– pollution;
– urbanization
• No response
Global Hist. & Geo. II – June ’23 [19] [OVER]
CRQ Set 1 Directions (29–31): Analyze the documents and answer the short-answer questions that follow
each document in the space provided.
Base your answer to question 29 on Document 1 below and on your knowledge of social studies.
Document 1
These engravings show children working in the mines and collieries (coal mining buildings) in the
United Kingdom.
Source: The Condition and Treatment of the Children Employed
in the Mines and Collieries of the United Kingdom,
William Strange, 21 Paternoster Row, 1842
The Nature of Employment in Mines
29 Explain the historical circumstances that led to the situation shown in these engravings. [1]
Score
Global History and Geography
Part II Question-Specific Rubric
Constructed Response Questions
June 2023
CRQ Set 1:
Document 1
29 Explain the historical circumstances that led to the situation shown in these engravings.
Score of 1:
•
•
Correct response
Examples:
– the Industrial Revolution led to an increased need for coal as a source of fuel;
– an increased need for coal/fossil fuels as a source of power;
– development of improved technology/steam engine used in coal industry;
– children were cheaper to employ in industry/mining;
– children were used during the Industrial Revolution because they could fit into smaller
spaces;
– the Agricultural Revolution in England caused people to leave farms/villages and members
of the family, including children, had to work to support the family;
– there was a large supply of natural resources for industrialization in Britain
Score of 0:
•• Incorrect response
Examples:
– building tunnels;
– manual labor;
– conditions in mines;
– pollution;
– urbanization
• No response
Global History and Geography
Part II Question-Specific Rubric
Constructed Response Questions
June 2023
CRQ Set 1:
Document 1
29 Explain the historical circumstances that led to the situation shown in these engravings.
Score of 1:
•• Correct response
Examples:
– the Industrial Revolution led to an increased need for coal as a source of fuel;
– an increased need for coal/fossil fuels as a source of power;
– development of improved technology/steam engine used in coal industry;
– children were cheaper to employ in industry/mining;
– children were used during the Industrial Revolution because they could fit into smaller
spaces;
– the Agricultural Revolution in England caused people to leave farms/villages and members
of the family, including children, had to work to support the family;
– there was a large supply of natural resources for industrialization in Britain
Score of 0:
•• Incorrect response
Examples:
– building tunnels;
– manual labor;
– conditions in mines;
– pollution;
– urbanization
• No response
Global History and Geography
Part II Question-Specific Rubric
Constructed Response Questions
June 2023
CRQ Set 1:
Document 1
29 Explain the historical circumstances that led to the situation shown in these engravings.
Score of 1:
•• Correct response
Examples:
– the Industrial Revolution led to an increased need for coal as a source of fuel;
– an increased need for coal/fossil fuels as a source of power;
– development of improved technology/steam engine used in coal industry;
– children were cheaper to employ in industry/mining;
– children were used during the Industrial Revolution because they could fit into smaller
spaces;
– the Agricultural Revolution in England caused people to leave farms/villages and members
of the family, including children, had to work to support the family;
– there was a large supply of natural resources for industrialization in Britain
Score of 0:
•• Incorrect response
Examples:
– building tunnels;
– manual labor;
– conditions in mines;
– pollution;
– urbanization
• No response
Global Hist. & Geo. II Rating Guide – June ’23 [5]
Global History and Geography
Part II Question-Specific Rubric
Constructed Response Questions
June 2023
CRQ Set 1:
Document 1
29 Explain the historical circumstances that led to the situation shown in these engravings.
Score of 1:
•• Correct response
Examples:
– the Industrial Revolution led to an increased need for coal as a source of fuel;
– an increased need for coal/fossil fuels as a source of power;
– development of improved technology/steam engine used in coal industry;
– children were cheaper to employ in industry/mining;
– children were used during the Industrial Revolution because they could fit into smaller
spaces;
– the Agricultural Revolution in England caused people to leave farms/villages and members
of the family, including children, had to work to support the family;
– there was a large supply of natural resources for industrialization in Britain
Score of 0:
•
•
Incorrect response
Examples:
– building tunnels;
– manual labor;
– conditions in mines;
– pollution;
– urbanization
• No response
Global Hist. & Geo. II Rating Guide – June ’23 [6]
Global Hist. & Geo. II – June ’23 [20]
Base your answer to question 30 on Document 2 below and on your knowledge of social studies.
Document 2
… Further progress was made towards the end of Victoria’s reign. The Factory Act of
1878 prohibited work before the age of 10 and applied to all trades. It was bolstered
[strengthened] by the Education Act of 1880, which introduced compulsory schooling
up to the age of 10. Subsequent [later] amendments raised the school-leaving age to 12,
with dispensations [exemptions] to leave before this age if pupils reached the required
standards in reading, writing and arithmetic. By the end of Victoria’s reign, almost
all children were in school up to the age of 12. This helped to ensure that a marked
improvement in child welfare occurred between the beginning and end of Victoria’s
reign. …
Source: Emma Grin, “Child Labour,” British Library, May 14, 2014
30 Explain the purpose of the Elementary Education Act of 1880, based on this passage. [1]
Score
Document 2
30 Explain the purpose of the Elementary Education Act of 1880, based on this passage.
Score of 1:
•
•
Correct response
Examples:
– to make sure children go to school;
– to strengthen previous laws/make further provisions respecting the attendance of children
at school;
– to show employers that they cannot hire children under the age of thirteen if they have not
obtained an exemption;
– to make sure that children/families know that children need to have a certificate of
education showing exemption/partial exemption from school in order to work;
– to provide efficient elementary education for children;
– to pass/extend labor/education reforms;
– to establish ages for employment/schooling;
– to improve the lives of children;
– to help end child labor
Score of 0:
• Incorrect response
Examples:
– to pass an act/law;
– to obey the Queen’s advice;
– to employ more children under the age of thirteen in factories;
– to improve conditions in British schools
• No response
Document 2
30 Explain the purpose of the Elementary Education Act of 1880, based on this passage.
Score of 1:
•• Correct response
Examples:
– to make sure children go to school;
– to strengthen previous laws/make further provisions respecting the attendance of children
at school;
– to show employers that they cannot hire children under the age of thirteen if they have not
obtained an exemption;
– to make sure that children/families know that children need to have a certificate of
education showing exemption/partial exemption from school in order to work;
– to provide efficient elementary education for children;
– to pass/extend labor/education reforms;
– to establish ages for employment/schooling;
– to improve the lives of children;
– to help end child labor
Score of 0:
• Incorrect response
Examples:
– to pass an act/law;
– to obey the Queen’s advice;
– to employ more children under the age of thirteen in factories;
– to improve conditions in British schools
• No response
Global Hist. & Geo. II Rating Guide – June ’23 [7]
Documents 1 and 2
31 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.
Score of 1:
•
•
Correct response
Examples:
– children were being mistreated during the Industrial Revolution and the British Parliament
sought a way to limit the mistreatment through the Education Act;
– the use of child labor during the Industrial Revolution influenced the British government to
pass laws requiring the attendance of children at school;
– children were working in coal mines and the government made a law so they had to go to
school;
– child labor was cheap and prevented some adults from working, so laws were passed to
take children out of the workforce by educating them and allowing adults the opportunity
to work;
– in Document 2, Parliament’s law attempted to address the use of child laborers shown in
Document 1;
– the treatment of the children in England improved due to the Elementary Education Act of
1880;
– poor working conditions during the Industrial Revolution led to Parliament making further
provisions/laws/acts
Score of 0:
• Incorrect response
Examples:
– the Education Act stopped all child labor in the coal mines;
– coal mining was made safer by Parliament’s new law;
– the condition and treatment of the children employed in coal mines improved;
– children were punished by the law;
– nothing prevented an employer from employing any child;
– children had to go to school
• No response
Global Hist. & Geo. II Rating Guide – June ’23 [8]
Global Hist. & Geo. II – June ’23 [23] [OVER]
CRQ Set 2 Directions (32–34b): Analyze the documents and answer the short-answer questions that follow
each document in the space provided.
Base your answer to question 32 on Document 1 below and on your knowledge of social studies.
Document 1
Functions of the World Bank
The past 70 years have seen major changes in the world economy. Over that time, the
World Bank Group—the world’s largest development institution—has worked to help
more than 100 developing countries and countries in transition adjust to these changes by
offering loans and tailored knowledge and advice. The Bank Group works with country
governments, the private sector, civil society organizations, regional development banks,
think tanks, and other international institutions on issues ranging from climate change,
conict, and food security to education, agriculture, nance, and trade. All of these
efforts support the Bank Group’s twin goals of ending extreme poverty by 2030 and
boosting shared prosperity of the poorest 40 percent of the population in all countries.
Founded in 1944, the International Bank for Reconstruction and Development—soon
called the World Bank—has expanded to a closely associated group of ve development
institutions. Originally, its loans helped rebuild countries devastated by World War II.
In time, the focus shifted from reconstruction to development, with a heavy emphasis
on infrastructure such as dams, electrical grids, irrigation systems, and roads. With the
founding of the International Finance Corporation in 1956, the institution became able
to lend to private companies and nancial institutions in developing countries. And the
founding of the International Development Association in 1960 put greater emphasis on
the poorest countries, part of a steady shift toward the eradication of poverty becoming
the Bank Group’s primary goal. The subsequent launch of the International Centre
for Settlement of Investment Disputes and Multilateral Investment Guarantee Agency
further rounded out the Bank Group’s ability to connect global nancial resources to the
needs of developing countries.
Source: The World Bank, 2019
32 Explain the historical circumstances that led to the establishment of the World Bank. [1]
Score
CRQ Set 2:
Document 1
32 Explain the historical circumstances that led to the establishment of the World Bank.
Score of 1:
•• Correct response
Examples:
– World War II devastated economies;
– established to help rebuild countries devastated by World War II;
– established to provide loans for the rebuilding of countries devastated by World War II;
– concerns about decolonization created a need for loans in former colonies;
– there was global concern about the gap between industrial and non-industrial nations;
– growing awareness of the need for international agencies to deal with worldwide
problems;
– many of the economies of the major powers of the world were devastated by World War
II/Great Depression;
– concern by the United States and European powers that communism would spread;
– the legacy of the Great Depression caused countries to want an organization that would
help to prevent future economic failures/problems;
– countries were poor and needing loans after World War II;
– to rebuild dams/electric grids/irrigation systems/roads destroyed during World War II
Score of 0:
• Incorrect response
Examples:
– World War II;
– 100 developing countries got loans;
– the World Bank was founded in 1944;
– it was created as a think tank;
– it was first called the International Bank of Reconstruction and Development;
– to build dams/infrastructure
• No response
CRQ Set 2:
Document 1
32 Explain the historical circumstances that led to the establishment of the World Bank.
Score of 1:
•
•
Correct response
Examples:
– World War II devastated economies;
– established to help rebuild countries devastated by World War II;
– established to provide loans for the rebuilding of countries devastated by World War II;
– concerns about decolonization created a need for loans in former colonies;
– there was global concern about the gap between industrial and non-industrial nations;
– growing awareness of the need for international agencies to deal with worldwide
problems;
– many of the economies of the major powers of the world were devastated by World War
II/Great Depression;
– concern by the United States and European powers that communism would spread;
– the legacy of the Great Depression caused countries to want an organization that would
help to prevent future economic failures/problems;
– countries were poor and needing loans after World War II;
– to rebuild dams/electric grids/irrigation systems/roads destroyed during World War II
Score of 0:
• Incorrect response
Examples:
– World War II;
– 100 developing countries got loans;
– the World Bank was founded in 1944;
– it was created as a think tank;
– it was first called the International Bank of Reconstruction and Development;
– to build dams/infrastructure
• No response
Global Hist. & Geo. II Rating Guide – June ’23 [9]
CRQ Set 2:
Document 1
32 Explain the historical circumstances that led to the establishment of the World Bank.
Score of 1:
•• Correct response
Examples:
– World War II devastated economies;
– established to help rebuild countries devastated by World War II;
– established to provide loans for the rebuilding of countries devastated by World War II;
– concerns about decolonization created a need for loans in former colonies;
– there was global concern about the gap between industrial and non-industrial nations;
– growing awareness of the need for international agencies to deal with worldwide
problems;
– many of the economies of the major powers of the world were devastated by World War
II/Great Depression;
– concern by the United States and European powers that communism would spread;
– the legacy of the Great Depression caused countries to want an organization that would
help to prevent future economic failures/problems;
– countries were poor and needing loans after World War II;
– to rebuild dams/electric grids/irrigation systems/roads destroyed during World War II
Score of 0:
• Incorrect response
Examples:
– World War II;
– 100 developing countries got loans;
– the World Bank was founded in 1944;
– it was created as a think tank;
– it was first called the International Bank of Reconstruction and Development;
– to build dams/infrastructure
• No response
Global Hist. & Geo. II Rating Guide – June ’23 [10]
Global Hist. & Geo. II – June ’23 [24]
Base your answer to question 33 on Document 2 below and on your knowledge of social studies.
Document 2
In the early 1970s, Bangladesh both fought for and won independence from Pakistan. Muhammad
Yunus, an economics professor and Bangladeshi native, witnessed the extreme poverty of the
Bangladeshi people and committed himself to helping them emerge from this poverty. To this end,
Yunus started Grameen Bank, a micronance institution, in Bangladesh in 1983, which continues to
operate today around the world.
… It is so tempting to blame the poor for the problems they face. But when we look at
the institutions we have created and how they fail to serve the poor, we see that those
institutions and the backward thinking they represent must bear much of the blame.
At Grameen Bank, we challenged the nancial apartheid [discrimination]. We dared
to give the poorest people bank credit. We included destitute women who had never in
their lives even touched any money. We deed the rules. At each step along the way,
everybody shouted at us, “You are wasting your money! The money you lend will never
come back. Even if your system is working now, it will collapse in no time. It will explode
and disappear.”
But Grameen Bank neither exploded nor disappeared. Instead, it expanded and
reached more and more people. Today, it gives loans to over seven million poor people,
97 percent of whom are women, in 78,000 villages in Bangladesh. …
Source: Muhammad Yunus, Creating a World Without Poverty, Public Aairs, 2007
33 Identify Muhammad Yunus’s point of view regarding poverty in Bangladesh, based on
this excerpt from Creating a World Without Poverty. [
1
]
Score
Document 2
33 Identify Muhammad Yunus’ point of view regarding poverty in Bangladesh, based on this
excerpt from Creating a World Without Poverty.
Score of 1:
•• Correct response
Examples:
– he believed that the Bangladeshi people could emerge from poverty with the help of a
microfinance institution;
– he believed that the Bangladeshi people could emerge from poverty;
– he believed Bangladesh was challenged by financial apartheid;
– he thinks current institutions failed to serve the poor/are partly to blame for the problems
of the poor;
– he thinks that destitute women have not been given enough chances to borrow money/have
money;
– he thinks people living in poverty deserve bank credit/loans;
– he believes poverty can be lessened by Grameen Bank;
– he believes Grameen Bank can help people cross the poverty line;
– he feels there is extreme poverty in Bangladesh;
– he believes that loaning money to the poor is a good investment for ending poverty;
– he believes in creating a world without poverty
Score of 0:
• Incorrect response
Examples:
– he blames the poor for the problems they face;
– more have crossed the poverty line;
– there are 7 million poor people;
– he believes the money you lend will never come back;
– people are wasting their money;
– he thinks banks should not help poor people;
– he has eliminated poverty in the world
• No response
Document 2
33
Identify Muhammad Yunus’ point of view regarding poverty in Bangladesh, based on this
excerpt from Creating a World Without Poverty.
Score of 1:
•
•
Correct response
Examples:
– he believed that the Bangladeshi people could emerge from poverty with the help of a
microfinance institution;
– he believed that the Bangladeshi people could emerge from poverty;
– he believed Bangladesh was challenged by financial apartheid;
– he thinks current institutions failed to serve the poor/are partly to blame for the problems
of the poor;
– he thinks that destitute women have not been given enough chances to borrow money/have
money;
– he thinks people living in poverty deserve bank credit/loans;
– he believes poverty can be lessened by Grameen Bank;
– he believes Grameen Bank can help people cross the poverty line;
– he feels there is extreme poverty in Bangladesh;
– he believes that loaning money to the poor is a good investment for ending poverty;
– he believes in creating a world without poverty
Score of 0:
• Incorrect response
Examples:
– he blames the poor for the problems they face;
– more have crossed the poverty line;
– there are 7 million poor people;
– he believes the money you lend will never come back;
– people are wasting their money;
– he thinks banks should not help poor people;
– he has eliminated poverty in the world
• No response
Global Hist. & Geo. II Rating Guide – June ’23 [11]
Document 2
33 Identify Muhammad Yunus’ point of view regarding poverty in Bangladesh, based on this
excerpt from Creating a World Without Poverty.
Score of 1:
•• Correct response
Examples:
– he believed that the Bangladeshi people could emerge from poverty with the help of a
microfinance institution;
– he believed that the Bangladeshi people could emerge from poverty;
– he believed Bangladesh was challenged by financial apartheid;
– he thinks current institutions failed to serve the poor/are partly to blame for the problems
of the poor;
– he thinks that destitute women have not been given enough chances to borrow money/have
money;
– he thinks people living in poverty deserve bank credit/loans;
– he believes poverty can be lessened by Grameen Bank;
– he believes Grameen Bank can help people cross the poverty line;
– he feels there is extreme poverty in Bangladesh;
– he believes that loaning money to the poor is a good investment for ending poverty;
– he believes in creating a world without poverty
Score of 0:
• Incorrect response
Examples:
– he blames the poor for the problems they face;
– more have crossed the poverty line;
– there are 7 million poor people;
– he believes the money you lend will never come back;
– people are wasting their money;
– he thinks banks should not help poor people;
– he has eliminated poverty in the world
• No response
Global Hist. & Geo. II Rating Guide – June ’23 [12]
Documents 1 and 2
34a Identify a similarity or a difference between the work of the World Bank and of the
Grameen Bank.
Score of 1:
• Correct response
Similarities:
– both give loans;
– both help developing countries;
– both help rebuild nations;
– both make loans to stimulate growth;
– both work to end poverty;
– they both try to boost prosperity;
– both banks are attempting to help countries and people in financial crisis
Differences:
– the recipients of loans/the clients are different;
– the sources of the money/the loans are different;
– the bureaucratic structure of the banks is different;
– their methods of boosting prosperity are different;
– one is a microfinance institution and the other is a macrofinance institution;
– the scope of the issues they work on is different
Score of 0:
• Incorrect response
Examples:
– both work in the world;
– one helps only women;
– the World Bank is bigger;
– one writes the rules and one defies the rules;
– the World Bank was created first;
– Grameen Bank is privately owned
• No response
Global Hist. & Geo. II Rating Guide – June ’23 [13]
34b Explain the similarity or difference you identified using evidence from both documents.
Score of 1:
• Correct response
Similarities:
– the World Bank gives loans to countries and Grameen Bank gives loans to
individuals/Bangladeshis;
– the World Bank connects global financial institutions to developing nations to help them
grow and Grameen Bank loans money to Bangladeshi women in poverty;
– according to Document 1, the World Bank gives money to build infrastructure and
according to Document 2, the Grameen Bank gave loans to individuals in 78,000 villages
in Bangladesh;
– the World Bank gives loans to countries to help them become more successful and the
Grameen Bank gives loans primarily to women to help their families become more
successful;
– the World Bank wants to eliminate poverty by 2030 and Yunus gave loans to 7 million
poor people;
– they both try to boost prosperity;
– the World Bank helps developing nations/countries in transition and the Grameen Bank
helps people in the developing nation of Bangladesh;
– the World Bank works to develop countries that have faced devastation and Grameen Bank
works to help individuals who are destitute
Differences:
– according to Document 1, the World Bank has given money to 100 governments and
according to Document 2, the Grameen Bank focuses on private individuals;
– the World Bank is organized using a variety of international institutions and Grameen
Bank is self-reliant;
– the World Bank helps to boost prosperity by loaning to developing countries and the
Grameen Bank helps to boost the prosperity of women in developing countries, such as
Bangladesh;
– the World Bank is associated with/connected to a group of five international development
institutions and the Grameen Bank is associated with giving small amounts of money to
women/to those in poverty;
– the World Bank focuses on a range of issues, including climate change/conflict/food
security/education/agriculture/finance/trade, while Grameen Bank focuses mostly on loans
to individuals in poverty;
– more than 100 developing countries have received assistance from the World Bank; Yanus
started Grameen Bank to address the extreme poverty in Bangladesh
Score of 0:
• Incorrect response
Examples:
– both are banks;
– World Bank started in 1944 and Grameen Bank started in 1983;
– the World Bank is big and Grameen Bank is small;
– the World Bank works with 40% of the world’s population and the Grameen Bank works
with 97% of Bangladesh
• No response
Global Hist. & Geo. II Rating Guide – June ’23 [14]
Global History and Geography II
Part III Content-Specific Rubric
Enduring Issue Essay
Task:
• Identify and explain an enduring issue raised by this set of documents
• Argue why the issue you selected is significant and how it has endured
across time using your knowledge of social studies and evidence from
the documents
In your essay, be sure to
• Identify the enduring issue based on a historically accurate
interpretation of at least three documents
• Explain the issue using relevant evidence from at least three
documents
• Argue that this is a significant issue that has endured by showing:
– How the issue has affected people or has been affected by people
– How the issue has continued to be an issue or has changed over time
• Include relevant outside information from your knowledge of social
studies
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 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 information used relates to the enduring issue
selected from these 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 that discussion. However, if two or more enduring
issues are addressed in separate discussions, only the first one should be scored.
Global Hist. & Geo. II Rating Guide – June ’23 [15]
Score of 5:
• Clearly identifies and accurately explains one enduring issue raised in at least three documents (See
Explanation and Evidence from Documents on page 18)
• Develops an even, thoughtful, and in-depth argument about how the enduring issue has affected
people or has been affected by them 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 people 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
• 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 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 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
Global Hist. & Geo. II Rating Guide – June ’23 [16]
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
All sample student essays in this rating guide are presented in the same cursive font while
preserving actual student work, including errors. This will ensure that the sample essays are
easier for raters to read and use as scoring aids.
Raters should continue to disregard the quality of a student’s handwriting in scoring
examination papers and focus on how well the student has accomplished the task. The content-
specific rubric should be applied holistically in determining the level of a student’s response.
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
All sample student essays in this rating guide are presented in the same cursive font while
preserving actual student work, including errors. This will ensure that the sample essays are
easier for raters to read and use as scoring aids.
Raters should continue to disregard the quality of a student’s handwriting in scoring
examination papers and focus on how well the student has accomplished the task. The content-
specific rubric should be applied holistically in determining the level of a student’s response.
Global Hist. & Geo. II Rating Guide – June ’23 [17]
Issues found in documents
Document 1: protests; armed struggle; political violence; resistance; inequality; conflict; revolution;
unequal distribution of power; lack of food/food security; threats to property; fear of government; lack
of safety; ability of government to maintain order; government response to popular unrest; abuse of
power; desire for political change
Document 2: protests; unequal distribution of power; political violence; inequality; threats to property;
use of terror; lack of voice; conflict; militancy; disagreement with government policies; lack of
suffrage; government response to popular unrest; injustice; lack of safety; abuse of power; desire for
political change; desire for democracy
Document 3: conflict; protests; abuse of power; lack of voice; lack of security; human rights
violations; government response to popular unrest; people targeted for political views; lack of right to
assemble; inequality; resistance; unjust imprisonment; injustice; unequal distribution of power;
political violence; fear of government; lack of safety; desire for political change
Document 4: protests; conflict; fear of government; lack of voice; unequal distribution of power;
desire for democracy; security issues; desire for change; revolution; political violence; lack of safety;
government response to popular unrest; injustice; lack of safety; abuse of power; desire for political
change
Document 5: protests; conflict; response to oppression; lack of voice; desire for democracy; power
struggle; unequal distribution of power; desire for political change
This chart suggests enduring issues that might be found in at least three documents. It is not meant to
be a comprehensive list and students may identify enduring issues not included in the chart.
Possible Enduring Issues in the
Documents
Documents associated with Enduring
Issue
Protests
1, 2, 3, 4, 5
Conflict
1, 2, 3, 4, 5
Unequal distribution of power
1, 2, 3, 4, 5
Lack of voice
2, 3, 4, 5
Political violence
1, 2, 3, 4
Government response to popular unrest
1, 2, 3, 4
Fear of government
1, 3, 4
Desire for democracy
2, 4, 5
Injustice
2, 3, 4,
Lack of safety
1, 2, 3, 4
Abuse of power
1, 2, 3, 4
Desire for political change
1, 2, 3, 4, 5
Global Hist. & Geo. II Rating Guide – June ’23 [18]
Example Issue: Protest
Identify and Explain:
Protest can be conducted by individuals or groups in an effort to advocate for a given cause or to
challenge an injustice. Protestors can convey their message through acts of violence, peaceful
assembly, or petitioning officials. At times, these demonstrations have achieved their goals, and at
other times, the protests continue without resolution.
Evidence from the documents to support the explanation:
Document 1: Worries about bread shortages led Bordeaux’s city workers to come together and hatch a
plan to seize control of the fortress believed to contain weapons and grain. The workers feared their
actions would be met with reprisals by royal soldiers and sympathizers.
Document 2: Suffragettes in England expanded the focus of their campaign’s attacks to include public
and private property with increasing violence.
Document 3: In the 1970s, the government of Argentina repressed left wing activists resulting in their
disappearance. Argentinian mothers of those who had gone missing gathered to question the
government about the whereabouts of their children. When they received no answers to their requests,
they demonstrated for 35 years. The Mothers of the Plaza de Mayo marched in the square demanding
answers and justice.
Document 4: In 1979, the Iranian government responded to students protesting for democracy with
threats of violence, including shooting guns in the air and firing tear gas into crowds of students.
Document 5: In 1989, Chinese students marched in Tiananmen Square demanding power for the
people.
Global Hist. & Geo. II Rating Guide – June ’23 [19]
Example Issue: Protest
Document Information
How issue affected people/how people affected issue
Doc 1—Fear of bread shortages and royal reaction to growing revolution by Bordeaux’s workers
Plan hatched by city workers (seize fortress; secure weapons; liberate grain and flour)
Circulation of rumors that royal troops waiting for orders from king to reduce city to rubble
Doc 2—Report from The Times of attempt made to blow up a house being built for Lloyd George,
Chancellor of the Exchequer
Confession and acceptance of responsibility for explosion that damaged Lloyd George’s house by
Emmeline Pankhurst of the Women’s Social and Political Union
Attack of both government and private property by militants in 1913 setting fires (residential houses; golf
courses; schools; churches)
Doc 3—Wave of repression launched by Argentinian military against left-wing activists and people accused
of collaborating with them
Ms de Bonafini’s son arrested by security forces; inquiries met with silence
Assembly of group of mothers on the square
Doc 4—Dominant politics of universities leaning toward the left
Desire of students for democracy which revolution promising
Millions of people on streets of Tehran as shah abdicated and left country
Doc 5—Demonstration against Chinese government in streets of Beijing by students
Document Information
How issue continued or changed over time
Continuity:
Doc 1—During 18th century, worry of workers in Bordeaux about return of bread shortages which had
plagued city
Doc 2—Refusal of government to concede votes to women despite tactics of suffragettes
Doc 3—For 35 years, protests by Argentinian mothers over disappearance of their sons (walking around Plaza
de Mayo)
Doc 4—Protests in streets of Iran faced by government despite change in leadership from shah to Khomeini
Changes:
Doc 1—Plan by Bordeaux’s workers to seize fortress Chateau Trompette, a symbol of royal power (response
to rumors of revolution being brought to an abrupt halt; king ordering reduction of city to rubble)
Doc 2—1911 a turning point for tactics used by militants of suffrage movement
Concerted arson campaign began by militants in 1913 (houses; golf courses; schools; churches)
Doc 3—Gathering of protesting mothers forbidden by authorities (began walking in circles around the square)
International awareness of state-sponsored repression in South America slowly raised by protest movement of
Mothers of the Plaza de Mayo
Doc 4—Response of Iranian government to protests with violence (battles; tear gas; firing bullets in the air)
Abdication of shah who left country as result of protests
Global Hist. & Geo. II Rating Guide – June ’23 [20]
Example Issue: Protest
Outside Information
How issue affected people/how people affected issue
Doc 1—Influence of Enlightenment ideas (John Locke; Montesquieu)
Influence of American Revolution
Additional causes of protest in France (unfair taxation; inequity in Estates General; lack of representation;
demand for more rights; inflation of grain prices; disconnect with monarchy; incompetent leadership)
Doc 2—Lack of suffrage rights
Legal inequities faced by women
Suffrage protests (hunger strikes; marches; postcards; The Suffragette magazine)
Advocation for equity in education and other rights in publication of Mary Wollstonecraft’s Vindication of
the Rights of Women
Doc 3— Details about “Dirty War”
Overnight raids on private homes (journalists; college professors)
Doc 4—Details about Iranian hostage crisis
Anti-Western sentiment; flag burning; propaganda
Doc 5—Policies under Deng Xiaoping
Desire for democracy
Details about Goddess of Liberty sculpture
Government crackdown (details about “Tank Man”)
Additional:
Support for abolitionist movement from William Wilberforce to expose evils of slavery
Opposition to changes brought about by Industrial Revolution from Luddites breaking textile machines
Physical resistance from Zulus to imperial settlement of their lands
Resistance of kulaks to Stalin’s policy of collectivization (destroying tools; killing livestock)
Uprisings in ghettoes during World War II as way to resist Nazi oppression
Student participation in late 1960s to demonstrate against United States involvement in Vietnam (marches;
rallies; protest music)
Journey to Indian Ocean led by Gandhi in defiance of British monopoly on salt production (Salt March)
Challenge to apartheid government by Nelson Mandela working with African National Congress
(demonstrations; writings; acts of sabotage)
Arab Spring movement largely organized through use of social media and mobile technology
Global protests mounted to conserve natural resources and habitats (marches; concerts; digital fundraising;
online awareness campaigns)
Global Hist. & Geo. II Rating Guide – June ’23 [21]
Outside Information
How issue continued or changed over time
Continuity:
Doc 1—Problems existing from Old Regime through the French Revolution (poverty; hunger)
Many protests throughout French Revolution violent
Participation of women in protests throughout French Revolution
Doc 2—Lack of rights for women until early 20th century (representation in government; right to vote)
Doc 3—"Dirty War” carried out by Videla from 1976-1983 (disappearance of intellectuals)
Doc 4—Under rule of Ayatollah illegal to protest in Iran
Lack of freedom of speech for Iranians despite regime change
Doc 5—Peaceful protests carried out by students in Tiananmen Square from April 17th-June 5th
Democracy advocated by students throughout protests
Information about protests censored by Chinese government 1989 to present (protest leaders monitored)
Additional:
Policies often established or acts committed that prompt resistance by unjust systems of government
(imperialism; totalitarianism; oppressive military regimes)
No change in societies in which protests take place in some cases
Methods established by inspiring figures such as Gandhi adopted by other activists
Reasons for protests (lack of protesters voice in government; unequal distribution of power)
Changes:
Doc 1—Allegiance to National Assembly sworn by Louis XVI as result of women’s march on Versailles
Doc 2—Right to vote gained by women in England after World War I
Right to vote gained by women in other countries
Doc 3—Videla’s arrest of citizens beginning in 1976
Doc 4—Abdication of shah (results of protests; anti-western ideas)
Results of Iranian Revolution (rise of Khomeini; creation of Islamic government)
Doc 5—Spread of protests to other cities; growth of protests over time
Military suppression of protests
Protestors injured or killed by government forces
Additional:
Resistance to injustices by individuals and groups through a variety of methods (rallies; marches; speeches;
writings; civil disobedience; violence; assassination)
Shift in protest movements from local awareness to global collaboration because of introduction of new
technologies
Governments sometimes forced to change policies or leadership in response to protest movements
Global Hist. & Geo. II Rating Guide – June ’23 [22]
Anchor Paper – Enduring Issues Essay—Level 5
Throughout the course of history, the need for Reform has
frequently occured in many different times and places. Reform has
been demanded by the Third Estate in Revolutionary France (Doc 1),
protesters calling for the ousting of the Iranian Shah (Doc 4), and by
students in Tianmen Square in Beijing in 1989 (Doc 5). Reform is
really a call for change, and can come from a large group of people such
as students or just one individual, like Emmeline Pankhurst, who led
a movement for suffrage. Many situations in which the need for reform
emerges in places where people have a lack of political or economic
freedom. These calls for reform have in some cases been extremely
successful, while in other instances they have not led to signicant
change.
In France on July 14
th
1789, a Parisian mob made up of members of
the Third Estate stormed the Bastille signifying the start of the French
Revolution. The Third Estate had a number of grievances including
high rates of taxation, an unfair voting system, and ination which
was creating economic hardship. Following the uprising of Paris,
workers in Bordeaux, France, who feared the return of shortages of
bread, hatched a plan to storm the Chateau Trompette, or the “Bastille
of Bordeaus.” The intent was to take control of weapons, the fortress,
and any grain and our stored there. Events like these characterized
the beginning of the French Revolution. As the conict continued
France would see the overthrow of Louis XVI, the Reign of Terror that
killed many with the use of the guillotine and the rise of Napoleon, who
eventually brought an end to the Revolution. The impact of this Reform
was met with mixed results. The hope that absolutism would end in
france, was seemingly achieved until Napoleon emerged with similar
Global Hist. & Geo. II Rating Guide – June ’23 [23]
Anchor Paper – Enduring Issues Essay—Level 5
power. However, during the Napoleonic Era, ination was regulated and
more rights were granted at least to men under the Napoleonic Code. For
some Napoleon is viewed as a hero while other describe him as a tyrant.
Another example of a historical call for reform was in Iran in
1979, during the Iranian Revolution. One of the major causes of the
Iranian revolution was the fear of the loss of traditional coulture and
its seemingly modernization and westernization which was led by the
Shah, Reza Pahlavi. As a result of this, people including university
students rose against the Shah. Kasra Naji recalled the popular
revolution, and the run-ins many protestors had with army soldiers.
The effects of this call for reform were signicant. Under Ayatollah
Khomeini who replaced the Shah as Iran’s leader, an Islamic state was
established and Sharia law was instituted. Relations with the West,
especially the United States deteriorated. Many women faced a loss in
rights as the country became a strict Islamic state (Doc 4).
Reform can also be seen through acts of civil disobedience, such as
the Mothers of the Plaza de Mayo who since 1977 walked in Buenos
Aries, Argentina and grabbed each other, arm in arm around the
square (Doc. 3). The mothers did this in response to state sponsored
opression in which their sons disappeared. Each year these women
march in this public square protesting the atrocities committed under
the military dictator Videla. These women are calling for transparency
of the state and the investigation and/or release of information
pertaining to the whereabouts of their loved ones. This weekly march
has continued to the present day. Lastly, calls for reform occured in
1989 in Beijing’s Tianmen Square when hunderds of thousads of
students gathered to protest the policies of Deg Xiaoping. These students
Global Hist. & Geo. II Rating Guide – June ’23 [24]
Anchor Paper – Enduring Issues Essay—Level 5
demanded democracy and freedom and carried signs that read “All
power belongs to the people.” The response of the Chinese government to
this protest was to call in the military in hopes of dispersing the crowds,
this escalation led to injury and deaths of many of the protestors.
Ultimately, China has maintained repressive policies. The Tianamen
Square Massacre and the events that took place that day are not widely
discussed and information about it is not readily available in China.
Calls for reform have endured throughout history and at times have
helped people achieve change. In 1913, Emmeline Pankhurst went as
far as orchestrating the bombing of the home of the Chancellor of The
Exchequer, Lloyd George, protesting the government’s refusal to concede
votes for women. Pankhurst, her daughters, and suffragettes fought
for years both peacefully and violently to achieve the right to vote.
Universal suffrage was eventually achieved after World War I.
Calls for reform can also be seen in 1517, during the Protestant
Reformation when Martin Luther posted the Ninety-ve Theses on
a church door in Wittenberg, Germany to protest the abuses of the
Catholic Church. Luther called for a change in their methods of selling
indulgences, pardens for sins. Luther’s actions led to the Church
condemning him and eventually the rise of the Lutheran faith. It
is very clear that reforms have occured as a result of people calling
for change both peacefully and violently, but just how much has it
affected people? To put it simply, each revolutionary movement resulted
in change of some sort. The French Revolution destroyed the estates
system, which dominated france for so long under Absolute Rulers
like Louis XVI. It also gave the French citizens natural rights they’re
been wanting for years. The Women’s Social and Political Union, led
Global Hist. & Geo. II Rating Guide – June ’23 [25]
Anchor Paper – Enduring Issues Essay—Level 5
by Emmeline Pankhurst, destroyed the homes, business, churches, and
schools, until nally suffrage was achieved in Britain. A huge affect
after the Iranen Revolution, was the creation of an Islamic state. This
changed all aspects of life for Iranian government, clothing, rights,
and overall lifestyle was altered. The Tianmen Square protestors were
peaceful in that the students brought no weapons and used words
to protest and all for democratic reforms. The effect on them was the
deaths of thousands of protestors when the Chinese military came and
violently crushed the rebellion. Similarly the Mothers of the Plaza de
Mayo peacefully continue to protest for government transparency.
These calls for reform all come from similar goals with calls for
personal freedom. These protestors address class divisions, women’s
rights, and disobedience, and government liberties. Calls for reform
without a doubt is the cause of many historically signicant changes
and without it, the hardships endured may still have been existing
today.
Global Hist. & Geo. II Rating Guide – June ’23 [26]
Anchor Level 5
The response:
• Clearly identifies and accurately explains reform as an enduring issue raised in the documents
(reform really a call for change and can come from large group of people such as students or just
one individual; many situations where reform called for occurs in places where people lack
political or economic freedom; calls for reform in some cases extremely successful, while in other
instances have not led to significant change; reform also seen through acts of civil disobedience;
calls for reform all come from similar goals with similar calls for personal freedom)
• Develops an even, thoughtful, and in-depth argument for both aspects of the task
• Is more analytical than descriptive (impact of reform in France met with mixed results; for some,
Napoleon viewed as a hero while others describe him as a tyrant; Iranian Revolution popular and
protestors had many run-ins with army soldiers; students in Tiananmen Square defended
democracy and freedom; suffragettes in England protesting government’s refusal to concede votes
for women; protests in Tiananmen Square peaceful in that students brought no weapons and used
words to protest and call for democratic reforms)
• Richly supports the task by incorporating relevant evidence that includes facts, examples, and
details from all the documents
• Richly supports the task by incorporating substantial relevant outside information (number of
grievances of Third Estate included high rates of taxation, an unfair voting system, and economic
hardships created by inflation; as conflict continued France would see overthrow of Louis XVI,
reign of Terror that killed many with use of guillotine and rise of Napoleon who eventually brought
an end to revolution; hope that absolutism would end in France seemingly achieved until Napoleon
emerged with similar power; during Napoleonic era under Napoleonic Code inflation regulated and
more rights granted at least to men; major cause of Iranian Revolution fear of loss of traditional
culture and modernization and westernization led by Shah Reza Pahlavi; Sharia law instituted
under Ayatollah Khomeini and relations with West, especially United States, deteriorated; many
women faced loss in rights as Iran became a strict Islamic state; women in Argentina called for
transparency of the state and investigation and/or release of information pertaining to whereabouts
of loved ones; weekly march of Mothers continues to present day; response of Chinese government
to protests in Tiananmen Square to call in military who violently crushed rebellion; Pankhurst, her
daughters, and suffragettes fought for years both peacefully and violently to achieve right to vote;
calls for reform can also be seen during Protestant Reformation when Martin Luther posed Ninety-
Five Theses on a church door in Wittenberg, Germany to protest abuses of Catholic Church;
Luther’s actions led to Church condemning him and the eventual rise of the Lutheran faith)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
Conclusion: Overall, the response fits the criteria for Level 5. The comparison of different reform
movements is the strength of this discussion. The inclusion of detailed interpretation of documents
is combined with relevant outside information and reflects an analytical understanding of the
degree to which reform movements have been successful and how they have changed over time.
Global Hist. & Geo. II Rating Guide – June ’23 [27]
Anchor Paper – Enduring Issues Essay—Level 4
There have been many ways of carrying out activism using
nonviolent or violent actions. Whether it’s the nonviolent protests of
Mohandas Gandhi and the prodemocracy sit ins in Tianamen Square
or the violent actions of the WSPU in Britain and the revolutionary
actions of the bourgeoisie in the French Revolution people across
time and space ght to achieve what they see is right. Many have
attempted to address a problem in their nation with varying degrees of
success. These sparks of activism have often arisen from governmental
oppression which is still being seen and happening today.
Many protestors choose to send their messages through a series of
violent protesting such as harming other people or destroying public
and/or private buildings. The violence added a sometimes controversial
meaning to a successful or unsuccessful revolt such as during the
French Revolution from 1789-1794. Although it started in Paris
the French Revolution spread throughout France in different major
cities that were feeling the same inequalities and injustices that were
happening in Paris. Citizens in Bordeaux, France, feared their bread
supply would be reduced again. Many speculations occurred around
the “Bastille of Bordeaux,” a royal fortress that exuded royal and
military power. The workers and revolutionaries feared that the king
would reduce the city to rubble or that royalist sympathizers were
willing to shut down the revolution so the city’s workers devised a
plan to over take the fortress and liberate the food supply. This violence
ultimately widened and strengthened the French Revolution which
eventually led to overthrowing the monarchy (doc 1). The French
Revolution started from the American Revolution and Enlightened
thinkers such as Voltaire, John Locke and Jacques Rousseau. Both of
Global Hist. & Geo. II Rating Guide – June ’23 [28]
Anchor Paper – Enduring Issues Essay—Level 4
these Revolutions were successful and sparked other uprisings like
the Haitian Revolution to occur. What all of the Revolutions had in
common was that people saw that the government held an unfair
amount of power and was abusing the people. People saw this abuse as
a reason to be activists and violently revolt against the government.
Including the modern day, evidence of violent protests still remain.
More currently France is still using violent methods to protest against
Emmanuel Macron, the French president. He initiated a green bill
which skyrocketed oil prices and angered some French citizens. This led
to groups such as the yellow vests to throw rocks and violently lash out
against the government. The continuation of unfair treatment by the
government to allow and cause the suffering among people is occurring
across time and in different spaces and has been faced by activists who
want change.
In contrast to violent efforts in France and other nations,
nonviolence has also been brought to attention with major activists
such as Mohandas Gandhi and Martin Luther King Jr. to use
nonviolent methods. Memorable protests such as the Revolution in
Argentina and Tiananmen Square are still talked and thought about
today. The protests in Argentina by the Mothers of the Plaza de Mayo
sparked outrage within South America against military oppression
against the left-wing activists and the people associated with them. The
Mothers of the Plaza de Mayo specically protested the disappearance
of their children who had been activists against the government. The
repressive and brutal behavior by the government who killed or made
protestors disappear was met by silent non-violent protests by the
mothers. The rst action that sparked international awareness was
Global Hist. & Geo. II Rating Guide – June ’23 [29]
Anchor Paper – Enduring Issues Essay—Level 4
the gathering of mothers walking in circles to protest against their
children who they thought were getting arrested and getting put in
solitary connement (doc 4). They would later nd out that their
children were actually killed. The continuation of this and other revolts
led to the successful Argentinian independence movement against the
militaristic power. Even across the Earth in China, outrage against the
government led to the Tiananmen Square revolt. This massive protest
led to international recognition of the Chinese government oppressing
Western democratic thought. The most recognizable act of nonviolence
occurred during the Tiananmen Square Protests where students,
workers, and others gathered in Tiananmen Square to protest the lack
of democracy and political freedom in China. One of the most famous
parts of the protest was when one man stood against a line of tanks
headed toward the square, blocking the tank from getting through. The
media covered every event that unfolded allowing the world to know
what was happening in this normally very private country and while
there was a violent crackdown against the protestors and many of
the activists and organizers were targeted or jailed, the world saw the
Chinese government’s behavior through the media coverage. This protest
was ultimately unsuccessful because it did not lead to more political
freedoms in China. Events like those still occur today in America and
across the world. Specically, when the Parkland shooting occurred in
the U.S., the students who were affected by the traumatic event and
went to the media to display nonviolent protesting. March for our lives
occurred across the nation to protest the NRA and advocate for gun
control. Sadly, this educated many students about gun control, but
ignorance and resistance occured with President Trump and the NRA.
Global Hist. & Geo. II Rating Guide – June ’23 [30]
Anchor Paper – Enduring Issues Essay—Level 4
The Colorado shooting and many others occurred from the lack of gun
restrictions. Overall, the use of nonviolent action have led to successful
and unsuccessful results from the anger towards governmental
restriction.
All in all, the use of violent and nonviolent protesting across
history has led to recognizable problems that citizens face globally.
Without the use of activism and people being willing to ght against
government wrong doing oppression will continue to occur. The activists
in the world then and now help check the powers that exist and help
make certain we are at least somewhat protected.
Global Hist. & Geo. II Rating Guide – June ’23 [31]
Anchor Level 4
The response:
• Identifies and accurately explains revolts as an enduring issue raised in the documents (activism
uses violent or nonviolent action to address problems; activism often result of governmental
oppression; message sent through series of protests such as harming people or destroying public
and/or private buildings; violence added sometimes controversial meaning to successful or
unsuccessful revolt)
• Develops a thoughtful argument in some depth for both aspects of the task
• Is both descriptive and analytical (violence ultimately widened and strengthened French
Revolution which eventually led to overthrowing monarchy; what all revolutions had in common
was people saw government held unfair amount of power and was abusing people; memorable
protests such as Revolution in Argentina and Tiananmen Square still talked about and thought
about today; protests by Mothers of Plaza de Mayo sparked outrage within South America against
military repression against left-wing activists and people associated with them; Tiananmen Square
protest led to international recognition of Chinese government oppressing western democratic
thought; media coverage of events in Tiananmen Square allowed world to know what was
happening in this normally very private country; without use of activism and people willing to fight
against government wrongdoing government oppression will continue to occur)
• Supports the task by incorporating relevant evidence that includes facts, examples, and details from
Documents 1, 2, 3, and 5
• Supports the task by incorporating relevant outside information (although started in Paris, French
Revolution spread throughout France in different major cities feeling same inequalities and
injustices happening in Paris; French Revolution started from American Revolution and
Enlightenment thinkers such as Voltaire, John Locke, and Jacques Rousseau; France still using
violent methods as can be seen to protest against French president Emmanuel Macron who initiated
a green bill which skyrocketed oil prices and angered some French citizens and groups such as the
Yellow Vests to throw rocks and violently lash out at government; non-violent efforts brought to
attention with activists such as Mohandas Gandhi and Martin Luther King, Jr.; repressive and
brutal behavior by Argentina government that killed or made protesters disappear met with silent
nonviolent protests from mothers; one of most recognizable events of Tiananmen Square protest
when one man stood in front of a line of tanks blocking them from getting through; Tiananmen
protest ultimately unsuccessful because it did not lead to more political freedoms in China;
Colorado shooting and other events occur because of lack of gun restrictions in United States)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
Conclusion: Overall, the response fits the criteria for Level 4. The strength of the response is in the
continual comparison and utilization of both historical and current examples of both violent and
nonviolent revolutions. Although good analytic conclusions are scattered throughout the
discussion, lack of supporting facts and examples detracts from their effectiveness.
Global Hist. & Geo. II Rating Guide – June ’23 [32]
Anchor Paper – Enduring Issues Essay—Level 3
Ever since democratic values were introduced to the world, people
have struggled to bring reform to their own countries. Many of
these ideas surrounding natural rights, individual freedoms, and
having a voice in government emerged in the 18
th
century during the
Enlightenment. This movement spurred rebellions and revolutions
worldwide. Groups have taken a variety of actions from peaceful
protests to violent uprisings in an effort to achieve change. Protests
have been an enduring issue over time. Sometimes these protests have
resulted in change towards more democratic principles and sometimes
societies have become more oppressed.
Calls for democratic reforms have taken on many forms
throughout history. For example in Tunisia during Arab Spring in
2011, democracy was achieved by peaceful protest. Protesters marched
in the streets of Tunisia eventually leading to a change in political
leadership and the establishment of free elections. Yet, not all protesters
took a non-violent route. In the early 20
th
century in the United
Kingdom, violent methods were used to attract attention to the issue
of women’s suffrage in an effort to force the government to react.
Suffragettes participated in violent activities such as attempting to
blow up a government ofcials home, smashing windows, and setting
re to mailboxes. These actions came after years of peaceful marches,
speeches, and campaigns for women’s suffrage. Women continued to
advocate against inequitable treatment under the law and a lack of
voice to change laws. Finally in 1928, suffragettes led by Emmeline
Pankhurst received the right to vote. In both Tunisia and Britain
protesters achieved their goals, although one was peaceful while the other
became more violent.
Global Hist. & Geo. II Rating Guide – June ’23 [33]
Anchor Paper – Enduring Issues Essay—Level 3
In some cases protest movements have been led by students. In 1989
students gathered in Tiananmen Square holding signs and protesting
against the Chinese government. These students hoped to move China
from communism to more democratic ways. While Deng Xiaoping
seemed to have embraced some Western economic ways, politically
he remained anti-democratic. Despite the reformers relying solely on
peaceful methods of protest the actions taken by the government in
response resulted in mass terror and the deaths of thousands of people.
The government ordered the military to suppress protestors in what
would become known as the Tiananmen Square Massacre. This led
to the suffering of countless people, all in the name of putting down
democratic reform. Today, the Tiananmen Square Massacre is rarely
discussed in China.
Over the course of history, some protests have led to the removal
of political leaders from ofce. Workers planned to seize a royal
fortress in Bordeaux at the beginning of the French revolution, in
1789. Like the storming of the Bastille in Paris, members of the Third
Estate were upset with living in poverty and lacking a voice in their
government. Meanwhile the King and Queen, Louis XVI and Marie
Antoinette were living a lavish lifestyle in the Palace of Versailles.
Through a very violent revolution the Third Estate would rise up and
create a Constitution and Declaration of Rights of Man and Citizen
through the National Assembly. During the Reign of Terror the King
and Queen would be executed and over time new leadership would be
appointed. Similarly, the Iranian revolution of 1979 resulted in the
overthrow of Shah Reza Pahlavi and the rise of Ayatollah Khomeini,
a complete change in leadership. Khomeini moved Iran from a nation
Global Hist. & Geo. II Rating Guide – June ’23 [34]
Anchor Paper – Enduring Issues Essay—Level 3
that had ties to the west to a strict Islamic state. Although there are
nearly 200 years separating these events, they share the outcome of
protests and revolution leading to changes in political leadership.
Though both events were violent the groups carrying out the violence
were different. In the seizure of the royal fortress during the French
revolution, violence was perpetrated by the reformers, and in the Islamic
revolution in Iran, it was perpetrated by the government against the
protesters.
As protests continue in an effort to achieve democratic values
violence in some cases has continued to be problematic for those who
are involved. It has resulted in the suffering of millions and acted as
a roadblock in the development of the free world. Yet, people continue to
stand up against inequity and injustice around the world.
Global Hist. & Geo. II Rating Guide – June ’23 [35]
Anchor Level 3
The response:
• Identifies and explains protests as an enduring issue raised in the documents (efforts to achieve
change; sometimes resulted in change towards more democratic principles and sometimes have
become more oppressed; some have led to removal of leaders from office)
• Develops both aspects of the argument with some depth
• Is more descriptive than analytical (in United Kingdom, violent methods often used to attract
attention to issue of women’s suffrage in an effort to force government to react; student protesters
in China hoped to move China from communism to more democratic ways; Tiananmen Square led
to suffering of countless people, all in name of putting down democratic reform; as protests
continue in an effort to achieve democratic values, violence in some cases continued to be
problematic for those involved, resulting in suffering of millions and acting as a roadblock in
development of free world; despite issues people continue to stand up against inequity and injustice
around the world)
• Includes relevant evidence that includes facts, examples, and details from Documents 1, 2, 4, and 5
• Includes relevant outside information (many ideas surrounding natural rights, individual freedoms,
and having a voice in government emerged during Enlightenment; Enlightenment spurred
rebellions and revolutions worldwide; in Tunisia during Arab Spring in 2011, protesters marched in
streets eventually leading to change in political leadership and establishment of free elections;
violent activities in England’s suffrage movement came after years of peaceful marches, speeches,
and campaigns; in 1928 suffragettes led by Emmeline Parkhurst received right to vote; Deng
Xiaoping seemed to embrace some western economic ways but politically he remained anti-
democratic; despite Chinese protesters relying solely on peaceful methods of protest, actions taken
by government in response resulted in mass terror and deaths of thousands; government ordered
military to suppress protesters in what would become known as Tiananmen Square Massacre;
Tiananmen Square Massacre rarely discussed in China today; like storming of Bastille in Paris,
members of Third Estate upset with living in poverty and lacking a voice in government; King
Louis XVI and Queen Marie Antoinette living a lavish lifestyle in Palace of Versailles; through a
very violent revolution, Third Estate would rise up and create a Constitution and Declaration of
Rights of Man and Citizen through the National Assembly; during Reign of Terror, King and
Queen of France executed and over time new leadership would be appointed; Iranian Revolution of
1979 resulted in overthrow of Shah Reza Pahlavi and rise of Ayatollah Khomeini, a complete
change in leadership; Khomeini moved Iran from a nation that had ties to the West to a strict
Islamic state)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion
Conclusion: Overall, the response fits the criteria for Level 3. Comparative statements surrounding
different protest movements are interwoven throughout the discussion and are the strength of the
response. Although additional supporting facts and details would have strengthened their
effectiveness, relevant outside information and some analytical statements demonstrate why
protests continue to be an enduring issue.
Global Hist. & Geo. II Rating Guide – June ’23 [36]
Anchor Paper – Enduring Issues Essay—Level 2
An enduring issue raised by this set of documents is opression
throughout history. Opression is the abusive and negative actions
groups of people do to other groups of people that belittle and push
them down in life. People can be opressed socially, politically, and
economically.
Document 1 exemplies the opression of the working class in French
during the French Revolution and the actions they took against the
crown in response. The french working class were the majority of the
population of france, yet they held the least amoung of power between
the 3 Estates. They had been suffering a famine and were overlooked by
the crown so they decided to ght back. After rumours of a stockpile of
grain in the grand royal fortress and symbol of royalty, the Bastille of
Bordeaux, spread the workers planned to seize the Bastille and take the
grain and our rumoured to be inside.
Document 2 exemplies opression of women in the UK and their
desire to obtain suffrage. Women had always been second class
citizens in Englands society and lack proper political representation.
In response to the governments unwillingness to meet their requests,
various women’s rights groups decided to rebel and blow up government
buildings and later other city infrastructure. Throughout history there
have been many times in which women had an outcry for political
equality and sufferage such as in the USA, especially the early
20
th
century.
Document 5 exemplies the opresion of the Chinese citizens during
the later 20
th
century as a result of the newly established Chinese
Communist government. Chinese students marched in the streets of
Beijing to demand greater political powers to be granted to the people
Global Hist. & Geo. II Rating Guide – June ’23 [37]
Anchor Paper – Enduring Issues Essay—Level 2
and basic human rights. During the second half of the 20
th
century
many other nations, mainly in Eastern Europe, suffered some of the
same societal issues and demanded the same rights in response to a
Communist governments opression of them.
Anchor Level 2
The response:
• Identifies and explains oppression as an enduring issue raised in the documents (abusive and
negative actions groups of people do to other groups of people that belittle and push them down in
life; people can be oppressed socially, politically, and economically)
• Minimally develops both aspects of the argument
• Is primarily descriptive (working class in France during French Revolution oppressed and in
response took actions against crown; Bastille of Bordeaux a symbol of royalty; in response to
government’s unwillingness to meet their requests, various women’s rights groups decided to rebel
and blow-up government buildings and later other city infrastructures; Chinese citizens oppressed
during later 20th century as result of newly established Chinese Communist government)
• Includes few relevant facts, examples, and details from Documents 1, 2, and 5
• Presents relevant outside information (French working-class majority of French population yet they
had least amount of power among three estates; French working class suffering from famine and
overlooked by crown so decided to fight back; women always second-class citizens in England’s
society and lacked proper political representation; throughout history, many times in which women
had an outcry for political equality and suffrage such as in the United States in the early 20th
century; Chinese students marched in streets of Beijing to demand greater political powers to be
granted to people as well as basic human rights; during second half of 20th century, many other
nations mainly in eastern Europe suffered some of same societal issues and demanded same rights
in response to a communist governments’ oppression of them)
• Demonstrates a general plan of organization; includes an introduction and lacks a conclusion
Conclusion: Overall, the response fits the criteria for Level 2. While all aspects of the task are
mentioned, additional supporting facts and details would have strengthened the treatment of the
last part of the task. Simplified explanations of document information weaken the discussion;
however, the inclusion of relevant outside information pertaining to each example demonstrates a
limited understanding of oppression as an enduring issue.
Global Hist. & Geo. II Rating Guide – June ’23 [38]
Anchor Paper – Enduring Issues Essay—Level 1
An enduring issue raised by the documents is the lack of a
functioning government. Governments and lack of appeasement by
the people has led to countless revolutions, because people are choosing
to revolt against their rulers, due to unfair or unwanted laws or lack
of good leadership. An enduring issue is one that many societies have
attempted to address with varying degrees of success.
Document 5 shows an image of a poster being held in China during
a protest. The banner reads “All Power belongs to the People”, this protest
is against the Chinese government as the government has failed to
fullll the needs of the Chinese people. This protest was a failure as it led
to the massacre of thousands of innocent Chinese students.
Another document where the enduring issue of government rule is
seen, is document 2. In this document describes or explains the damage
caused from a bomb being blown in the “Chancellor of Exchequer’s”
home. This was an attempt to reach the government by a group or society
called the Womens social and political union, as they were ghting
against the governments refusal to give women the right to vote.
Rebellions in France against the government kept happening due to
the fact the people werent receiving what they needed. In this document,
document 1 talks about workers and their fear of bread shortages and
mixed feelings on the French revolution. Many threats were made
against the royals for stockpiling food and weapons and not sharing
with the people of France.
Government and lack of proper leadership has been an issue since
the beginning of time. Rebellions, revolts and violence have all been
methods trying to gain improvement. Some have failed and others have
gained attention for their cause and changes to their issues.
Global Hist. & Geo. II Rating Guide – June ’23 [39]
Anchor Level 1
The response:
• Identifies and explains protests against the government as an enduring issue raised in the
documents (governments and lack of appeasement by people has led to countless revolutions;
people choose to revolt against their rulers due to unfair or unwanted laws or lack of good
leadership)
• Minimally addresses both aspects of the argument
• Is descriptive (protest against Chinese government as it failed to fulfill needs of people; bomb
blown up in home of Chancellor of Exchequer attempt to reach government by Women’s Social
and Political Union; women fighting against government’s refusal to give women right to vote;
rebellions in France against government because workers feared bread shortages; many threats
against French royals for stockpiling food and weapons and not sharing with people of France;
rebellions, revolts, and violence all methods trying to gain improvement; some protests have failed
and others have gained attention for their cause)
• Includes minimal relevant facts, examples, and details from Documents 1, 2, and 5
• Presents some relevant outside information (Chinese protest a failure as led to massacre of
thousands of innocent Chinese students)
• Demonstrates a general plan of organization; includes an introduction and a conclusion
Conclusion: Overall, the response fits the criteria for Level 1. Reliance on limited document
information demonstrates a basic understanding of protests against the government as an enduring
issue. Government’s lack of proper leadership is mentioned as an issue that has existed since the
beginning of time but lacks supporting explanation and details.
Global Hist. & Geo. II Rating Guide – June ’23 [40]
Abuse of power is an enduring issue because it affects many people
over a long period of time. It often happens when the government fails
to protect the human rights of its people. These rights were eventually
established in the Universal Declaration of Human Rights. Examples
of abuse of power can be found in pre-revolutionary France, during the
Iranian Revolution, and in China under Deng Xiaoping.
The French Revolution was a reaction to the abuse of government
power by the peasants. During this time period France was an absolute
monarchy led by Louis XVI, the absolute monarch and his wife Marie
Antoinette. Louis had total power and did not listen to the problem
of the Third Estate. The peasants had to pay the majority of the taxes
even though they had the littlest amount of money. In contrast, the
clergy and nobility were exempt from paying taxes. Any effort to
change the unequal tax system was met with the Third Estate being
out voted. Additionally, increasing frequency of “bread shortages,”
paired with this unjust treatment, people began to rebel. By the end of
the Revolution, the King and Queen would be executed but not until
the Age of Napoleon would many of the issues of the Third Estate be
addressed. The abuse of power was a primary cause of not only the
French Revolution but also other societies that had oppressive rulers who
neglected the needs of the people.
The Islamic Revolution in Iran is another example of people rebelling
against a government that abuses power. During this time period,
Iran was ruled by Shah Reza Pahlavi. The people of Iran had disputed
whether or not to westernize or to follow more closely traditional Islamic
law. Many Iranians felt the Shah was too closely tied to the West,
mainly the United States. They feared the Shah was moving more
Enduring Issues Essay—Practice Paper – A
Global Hist. & Geo. II Rating Guide – June ’23 [41]
Enduring Issues Essay—Practice Paper – A
closely towards westernization and further away from an Islamic state.
The government under the Shah did not appeal to the people of Iran and
was extremey corrupt. As a result the people protested leading to the
Iranian revolution. Though the revolution resulted in the overthrow of
the Shah, his succession by Ayatollah Khomeini has been considered
by some to be an abuse of power as well.
China in 1989 people protested their government in Tiananmen
Square. China was communist at this time and the people wanted
democracy and more political freedoms. The sign carried by protesters
that reads “All Power Belongs To The People” suggests that the people of
China wanted more power and to have a voice in their government. As a
result of the protest, the government under Deng Xiaoping ordered these
protestors to be removed, with force. Chinese soldiers red into these
crowds and drove tanks into the square injuring and killing many.
The government was sending a message that anyone who challenges
government power will be punished. Still today people in China face
a very oppressive government and some are subject to human rights
violations showing a continuity of this issue–abuse of power by the
government.
Overall, we contine to see abusive governments today. France, Iran,
and China are just three examples but we also see it today in places such
as North Korea. This issue continues to affect many people and has over
a long period of time. More attention should be given to organizations
helping to protect the rights of people in places where they are denied.
Global Hist. & Geo. II Rating Guide – June ’23 [42]
Enduring Issues Essay—Practice Paper – B
My enduring issue in these ve documents are human rights
weren’t fair and another one is the people vs the government.
In document 1, its talking about the french goverment not being
fair to its people. To prove that it says “In response, the citys workers
hatched a plan to seize the fortress, secure its cache of weapons and
liberate the grain and our that was rumored to be stockpiled inside.
to explain that it means the french goverment was not sharing its
resources with its people. In document two It saying the UK goverment
wasnt fair to woman Rights to show that Document 2 is saying “The
Womens social and Political union declared we have blownup the
Chancellor of Echequer house.” Too say why they did this is because
women didnt have any rights that allowed them to do anything that
men could.
In document ve, it says “students march in beiging streets near
tianamen square on may 25, 1989, during a rally to support the
protest against the chinease government. to say this in other words the
chinease government wasnt treating students fair.
In conclusion, these three documents I chose all had to do with
human rights violation and the governments not helping there people.
Global Hist. & Geo. II Rating Guide – June ’23 [43]
Enduring Issues Essay—Practice Paper – C
People and nations have always fought whether it was for food,
land, or rights. People with different interests have created conicts
in order to improve their conditions. Conicts are an issue that started
long ago and will likely continue in the future. The specic conicts
are revolutions and uprising. These nationalistic movements include
The French Revolution, The suffurage movement in the U.K, The Islamic
Iranian Revolution, Demonstrations in Argentina, and the Tianmen
Square Protests. A similarity between these conicts is that they all
involve a specic group of people against the government. Governments
have often denied people rights which has forced people to act violently.
France, Iran, and China all include examples of conict. These conicts
still have an impact on the world today; and have not been totally
resolved.
The French Revolution started in July 1789 with the storming
of the Bastille Prison in Paris. The revolution started because of the
inequalities between the third estate and the second and rst estates.
The rst and second estates were wealthy and held power over the third
estate. They voted as a block which then led to the third estate being
forced to pay almost all the taxes. This economic unfairness was made
worse by the economic hardship that was faced by many in the third
estate. In addition to this the king speant money like it was water
while his subjects were struggling in the streets. These social class
imbalances and nancial hardships that had plagued the third estate
for years came to a head in July of 1789 when rising bread prices and
a seemingly uncaring government caused the people to lash out at the
symbol of royalty, control, and abuse–the Bastille. Most of the major
events in the French Revolution took place in Paris, but news of the
Global Hist. & Geo. II Rating Guide – June ’23 [44]
Enduring Issues Essay—Practice Paper – C
conict spread quickly to other cities, including Bordeaux which was
also important to the uprising. The conict in Bordeaux started over
the Chateau Tropmpette. The Trompette was a medival fortress built in
1453. The French people saw the Trompette as a symbol of royal power;
many compared it to the Bastille in Paris. In both the Bastille and
Chateau Trompette people were agitating for change. The governmental
abuse forced them to take to the streets and organize protests against
the government. The conict truly arose when rumours spread about
the king giving orders for the army to set traps around the Trompette
or orders to destroy Bordeaux. The French Revolutionaries were also
worried about royal sympathisers taking over the fort and killing the
revolution. In 1789 the city’s workers planned to seize the fort and use
its supplies for the revolution. These actions were important because it
allowed The French Revolution to live on and expand throughout the
entire country. However, even though The French Revolution was largely
a failure because it basically ended when Napoleon took control and
claimed similar power and authority of the King. After Napoleon was
defeated the crown was restored and it took many years for the people to
increase their power in France. However, economic inequality continues
to be a problem. The French Revolution enspired countless other
revolutions; including the Haitian Revolution and the Latin American
wars for Independance and the communist Russian Revolution. The
French Revolution also sent a message to the world and the world’s
absolute monarchies.
More conict is shown in Iran where people like Kasra Naji who
participated in demonstrations during the 1979 Iranian Revolution.
The Iranian Revolution started in protest to the Shah. The Shah wanted
Global Hist. & Geo. II Rating Guide – June ’23 [45]
Enduring Issues Essay—Practice Paper – C
to westernize Iran. He was also a dictator. Many Iranians were very
unhappy with Iran’s westernization, which they considered un-Islamic;
they had a strict intepretation of the Qu’aran. They wanted an Islamic
government run on these ideals. Many of the young people in Iran
favored democracy as well as an end to the abuses of the Shah who
opposed people’s freedoms and rights in violent and cruel ways. These
groups came together and started the Islamic Iranian Revolution.
Millions of people would take to the streets during this conict of
ideals. These protests led to conicts which would almost never stay
peaceful. They would often turn into battles with the army who were
trying to maintain security. The military would often drop tear gas to
push the protesters back, they even shot into the crowd on occasion with
rising protests and the Shah’s failing health. It eventually became too
much to handle and the Shah abdicated his power. He was replaced with
an Islamic leader, The Ayatollah Kohmeini. This conict was important
because it led to an Islamic Government in Iran, the government that
Iran still has today. However, the democracy and freedom that many
were ghting for was illusive and many found themselves living
under another repressive government.
There was also conict in China in May 1989 during the Tienamen
Square Protests in China. The people were pushing for democracy and
that “All power belongs to the people”. The Tienamen square protests are
one of the most famous conicts in recent history. Around a million
Chinese citizens were tired of the Chinese dictatorship and the lack of
democracy and freedom. Mao Zedong started the Chinese communist
government in 1949 and ruled it with an iron st. Mao was a hardline
communist and allowed absolutely no capitalism and no democracy.
Global Hist. & Geo. II Rating Guide – June ’23 [46]
Enduring Issues Essay—Practice Paper – C
After his death, Deng Xiaoping took power in China, Deng was more
relaxed economically than Mao. He introduced some elements of
capitalism into China, giving the economy a huge boost. This plan was
called the Four Modernizations and targeted economic growth and
development. Despite the elements of a free market, Deng Xiaoping
was still deadset against democracy. But when he opened Chinese
borders to foreign businesses he let ideas of democracy and freedoms
in with them. The young people of China especially had their hearts set
on expanding their rights and voices. Their demand of democracy led
to the conicts of the 1989 prodemocracy protests. A million Chinese
citizens (mostly college students) gathered in Tianamen square
and other Chinese cities to protest the communist government. The
communist Government wasn’t happy about the protests and it ordered
the military to intervene. This led to the military ring into the crowd.
Massacering some of the Chinese protesters and violently putting down
the protests. This again was the end of the conict. China has continued
to deny the people free speech, freedom of press, freedom of information,
and democracy. They have violently put down attempts to protest the
government policies as seen in Hong Kong as well as commonly
censoring the internet and imprisoning many prodemocracy activists.
In the end, these conicts still impact us today and many still
have never been resolved. Conict is still an issue in this world,
especially revolutionary conict. The protests in Venezuela against the
government and women’s rights advocates in Saudi Arabia are both
examples of conicts that have occured in recent times.
People at all times and in different parts of the world have conicts
with the government when they feel their rights are being denied
Global Hist. & Geo. II Rating Guide – June ’23 [47]
Enduring Issues Essay—Practice Paper – C
and when they are not listened to. Unfortunately, these conicts are
often not resolved. Governments continue to abuse the people but the
people will generally react and ght for what they believe in. But it’s
important to study the conict of the past because it might help us
solve the conicts of our today and the conicts of our tomorrow.
Global Hist. & Geo. II Rating Guide – June ’23 [48]
Enduring issues, such as unjust laws and governments, have been
debated or discussed throughout time and have led societies to attempt
to x these issues. In places such as China, Argentina, Iran and Great
Britain, unjust laws and governments were retaliated with protest and
revolution.
Protests began in Argentina and the UK to combat repressive laws.
In Argentina, left wing activists began to go missing. Soon after, a
group of mothers gathered in a public square, which was illegal; in
response the police told them to clear the area to which the mothers,
“started grabbing eachother in pairs, arm to arm, and started walking
around the square. There was nothing illegal about that” (Document 3).
In response to the repression and unjust laws, these mothers acted in
civil disobedience. Similarily, in the UK, suffragists battled for the
female right to vote. However suffragists, such as Emmeline Pankhurst
took a more violent approach by, “smashing shop windows and setting
re to letter boxes (Document 2). These protests eventually earns
females the right to vote in the UK. Protests and civil disobedience help
correct unjust laws.
Protests and revolts helped change unjust governments. In
document 5, Chinese students protested the government. In 1989,
China was in communist rule. Although these protests were overall
unsuccessful, they still brough light to the issues. Similarly, in Iran,
they fought to correct the governing system. Kasra Naji, a young
demonstrator, said, “we wanted a democracy, and the revolution was
promising us that.” (Document 4). Overall, protests and revolutions
brought about reforms in the government.
Enduring issues, such as unjust laws and governments have been
Enduring Issues Essay—Practice Paper – D
Global Hist. & Geo. II Rating Guide – June ’23 [49]
around for awhile. Spanning back to China’s dynasties, if an emperor
was unsuccessful, the people had the right to overthrow the government.
Unjust laws and governments can be combatted by protests and
revolutions.
Enduring Issues Essay—Practice Paper – D
Global Hist. & Geo. II Rating Guide – June ’23 [50]
Over the course of history, protest has been an enduring issue.
Protest is the demonstration against a controversial subject, typically
against the government or another form of power such as a corporation
or group. Protests are often peaceful, but can sometimes turn into riots
and full scale Revolutions. This can be seen in Iran, Argentina, and
China where people protested in order to try and change the government.
While protesters are not always successful their actions provide an
important check on the government and force them to be accountable
for their actions.
One such protest was the protest against Iran’s Shah. On the surface
this issue was about the Shah who had made progresses towards an
advanced, Western nation. This was unpopular among the conservative
Islamic Population in Iran, who, under Ayatollah Khomeini, ousted
the Shah and replaced his monarchy with a Theocratic Islamic state. Of
course, the issues were far more complicated than this. The Shah had
grown rich from oil prots and contracts, his dictatorial government
silenced those who disagreed and he abused people who refused to give
up their religious beliefs. Beyond this his government was corrupt and
supported by the military and others who watched over and denied the
people freedoms of speech and thought. After the revolution however
Sharia law was implemented by the Ayatollah, and diplomatic ties
to the US were cut. The promises of an Islamic democracy were denied.
Repression similar in some ways to life under the Shah existed under
the Ayatollah. While all of this stemmed from Anti-Shah protests in
Iran and resulted in a full blown Revolution and Regime change in the
country, the peoples’ lives remained the same - oppressed and silenced.
This is true in other protests as well. In France the people especially
Enduring Issues Essay—Practice Paper – E
Global Hist. & Geo. II Rating Guide – June ’23 [51]
the Third Estate protested against the unfair tax system, lack of a
political vote, and food shortages. These protests happened in Paris but
also in other cities such as Bordeaux. While, just like in Iran, the old
government, in this case King Louis XVI was removed and replaced
by the equally dictatorial Napoleon. Sometimes protests result in an
immediate change that can result long term in status quo.
Another example of protest, this time peaceful, was in Argentina
during the military rule of people such as Juan Perón and Jorge Videla.
Basic rights such as the right to protest, freedom of speech and freedom
of the press were suspended. Argentina was not the only country to be
turned from a socialist, democratic nation to a right-wing military
Dictatorship either. Other such countries that had substantial military
dictatorships were Brazil under Gétulio Vargus, and Cuba under
Fulgencio Batista. These regimes were in some degree eventually
brought to an end with the end of the Cold War, but in their wake have
left behind power vacuums, Instability, and Civil War.
Lastly, another example of protest was the Tiananmen Square
protests in China. After the death of Mao Zedong, China’s second
chairman, Deng Xiaoping allowed greater economic freedom to the
Chinese people, these newfound economic and political freedoms lead
to students protesting for political freedoms in Tiananmen Square.
Originally, the government somewhat allowed these protests to occur
but eventually ended them violently with military action once they
started to pose a growing and serous threat. Tanks and soldiers were
sent in to destroy the protests, resulting in violence caught on TV. One
such incident was that of the infamous and anonymous “Tank man”
who bravely halted a column of tanks with nothing but two shopping
Enduring Issues Essay—Practice Paper – E
Global Hist. & Geo. II Rating Guide – June ’23 [52]
bags. He was dragged off and disappeared from the public eye, but his
bravery and the brutal suppression of this protest and others remains
in history. Like many of the other protests this one was suppressed
and change in the government did not happen. This protest like the
Hungarian Revolution in 1956 would be major embarrassments to the
communist world. This was a brutal display of the communist system.
The government backed by the USSR lasted until the Soviet Union’s
collapse in 1991 under Mikhail Gorbachev and the release of the
eastern bloc in 1989. To this day, China remains communist, but any
mentions of the protests at Tiananmen Square are hardly ever spoken
of, as the government arrests any who speak of it.
Thus, protests are an enduring issue that have changed the world
for better or worse as evident with the protests in Iran, Argentina, and
China among others. While protests are needed to keep governments in
check they are often met with violence and unfortunately have resulted
in changes that at times has caused problems and denied its people
rights as well.
Enduring Issues Essay—Practice Paper – E
Global Hist. & Geo. II Rating Guide – June ’23 [53]
Practice Paper A—Score Level 3
The response:
• Identifies and explains abuse of power as an enduring issue raised in the documents (affects many
people over a long period of time; often happens when government fails to protect human rights of
its people; primary cause of French Revolution but also other societies with oppressive rulers who
neglected needs of people)
• Develops both aspects of the argument with some depth
• Is more descriptive than analytical (government under Shah did not appeal to people of Iran and
was extremely corrupt; although Iranian revolution resulted in overthrow of Shah, his succession
by K
homeini considered by some to be abuse of power as well; people in China wanted more
power and a voice in their government; Chinese government wanted to send a message that anyone
who challenges government power will be punished; more attention should be g
iven to
organizations helping to protect rights of people in places where denied)
• Includes some relevant evidence that includes facts, examples, and details from Documents 1, 4,
and 5
• Includes relevant outside information (human rights eventually established in Universal
Declaration of Human Rights; French Revolution reaction to abuse of power by peasants when
France an absolute monarchy led by Louis XVI and his wife Marie Antoinette; King Louis XVI did
not listen to problems of Third Estate; peasants in France had to pay majority of taxes even though
they had littlest amount of money while in contrast, clergy and nobility exempt from paying taxes;
any effort to change unequal tax system met with Third Estate being outvoted; with increasing
frequency of bread shortages paired with unjust treatment, French people began to rebel; by end of
French Revolution, King and Queen would be executed but not until Age of Napoleon would many
issues of Third Estate be addressed; under rule of Shah Reza Pahlavi, people of Iran disputed
whether or not to westernize or follow traditional Islamic law more closely; many Iranians felt
Shah too closely tied to west, mainly United States and feared Shah moving more closely towards
westernization and further away from an Islamic state; Chinese government under Deng Xiaoping
ordered protesters to be removed and Chinese soldiers fired into crowds and drove tanks into
crowds killing and injuring many; still today people in China face a very oppressive government
and some are subject to human rights violations; abuse of power also present in North Korea)
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion
Conclusion: Overall, the response fits the criteria for Level 3. Relevant document information is
supported by some good explanations and relevant historical outside information. Thoughtful
conclusions are scattered throughout the discussion, but limited development and analysis weaken
their effectiveness.
Global Hist. & Geo. II Rating Guide – June ’23 [54]
Practice Paper B – Score Level 1
The response:
• Identifies and explains human rights violations by the government as an enduring issue raised in
the documents (government not being fair to its people)
• Minimally addresses both aspects of the argument
• Is descriptive (plan hatched by city workers to seize fortress, secure its cache of weapons, and
liberate grain and flour said to be inside because French government not sharing its resources with
the people; women in United Kingdom denied rights men had; Chinese government not treating
students fairly)
• Includes minimal relevant facts, examples and details from Documents 1, 2, and 5
• Presents no relevant outside information
• Demonstrates a general plan of organization; includes an introduction and a conclusion
Conclusion: Overall, the response fits the criteria for Level 1. A basic understanding of the task is
generally addressed with document quotations followed by simplified explanations of that
information. The response is limited in scope and lacks development.
Global Hist. & Geo. II Rating Guide – June ’23 [55]
Practice Paper C – Score Level 5
The response:
• Clearly identifies and accurately explains conflict as an enduring issue raised in the documents
(people and nations have always fought whether for food, land, or rights; governments often denied
people rights which has forced people to act violently; governments continue to abuse people but
people will generally react and fight for what they believe in; important to study conflicts of the
past because it might help us solve conflicts of today and conflicts of our tomorrow)
• Develops an even, thoughtful, and in-depth argument for both aspects of the task
• Is more analytical than descriptive (governmental abuse in France forced people to take to streets
and organize protests against government; French Revolution inspired countless other revolutions
and sent a message to the world and its absolute monarchies; millions of people took to streets
during Iranian Revolution and conflicts almost never stayed peaceful; democracy and freedom
many fighting for in Iran illusive and many found themselves living under another repressive
government; around a million Chinese citizens tired of Chinese dictatorship and lack of democracy
and freedom; young people of China especially had hearts set on expanding their rights and voices)
• Richly supports the task by incorporating relevant evidence that includes facts, examples, and
details from Documents 1, 4, and 5
• Richly supports the task by incorporating substantial relevant outside information (First and
Second Estate voted as a block which led to Third Estate being forced to pay almost all taxes;
economic unfairness of estates system made worse by economic hardship faced by many in Third
Estate; social class imbalances and financial hardships came to a head in July of 1789 when rising
bread prices and a seemingly uncaring government caused people to lash out at symbol of royalty,
control, and abuse—the Bastille; French Revolution largely a failure because it basically ended
when Napoleon took control and claimed similar power and authority of King; after Napoleon
defeated crown restored and it took many years for people to increase their power in France; many
Iranians unhappy with westernization that they considered un-Islamic; they had a strict
interpretation of the Quran and wanted a government based on its ideas; many young Iranians
favored democracy as well as an end to abuses of the Shah who opposed peoples’ freedoms and
rights in violent and cruel ways; Mao Zedong a hardline communist and allowed absolutely no
capitalism and democracy; Deng Xiaoping more relaxed economically than Mao and introduced
some elements of capitalism into China giving economy a huge boost with his Four
Modernizations plan; communist government not happy about protests and ordered military to
intervene which led to military firing into the crowd and massacre of some protestors; after protests
China continued to deny people free speech, freedom of press, freedom of information, and
democracy; Chinese government violently put down attempts to protest government policies as
seen in Hong Kong; protests in Venezuela against government and women’s rights advocates in
Saudi Arabia both examples of conflicts that have occurred in recent times)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
Conclusion: Overall, the response fits the criteria for Level 5. Substantive and relevant details
establish a good context to understand the historical circumstances surrounding each conflict.
Numerous analytic statements effectively support a strong evaluative basis for assessing why each
conflict continues to be an enduring issue that needs to be addressed.
Global Hist. & Geo. II Rating Guide – June ’23 [56]
Practice Paper D – Score Level 2
The response:
• Identifies and explains protest as an enduring issue raised in the documents (attempts to fix unjust
laws and governments; began as a way to combat repressive laws)
• Minimally develops both aspects of the argument
• Is primarily descriptive (in Argentina, left wing activists began to go missing and soon after group
of mothers illegally gathered in a public square to protest; mothers responded to police by walking
around the square in pairs since that was not illegal; suffragists in United Kingdom battled for
female right to vote; suffragists such as Emmeline Pankhurst took a more violent approach;
protests and revolts helped change unjust governments; in Iran, protestors wanted democracy and
the revolution was promising that)
• Includes few relevant facts, examples, and details from Documents 2, 3, 4, and 5
• Presents little relevant outside information (mothers in Argentina acted in civil disobedience;
protests by suffragists eventually earned females right to vote in United Kingdom; although
protests in China in 1989 were overall unsuccessful they still brought light to the issue; spanning
back to China’s dynasties if an emperor was unsuccessful people had the right to overthrow the
government)
• Demonstrates a general plan of organization; includes an introduction and a conclusion
Conclusion: Overall, the response fits the criteria for Level 2. Limited information from the
documents is employed to provide some comparative examples in the discussion. Relevant outside
information is used to make thoughtful conclusions but lack of supporting facts and details detracts
from their effectiveness.
Global Hist. & Geo. II Rating Guide – June ’23 [57]
Practice Paper E – Score Level 4
The response:
• Identifies and accurately explains protest as an enduring issue raised in the documents
(demonstration against a controversial subject; typically, demonstration against government or
another form of power such as a corporation or group; often peaceful but can sometimes turn into
riots and full-scale revolutions; sometimes protests result in immediate change but can result long
term in status quo; often resulted in changes that at times have caused problems and denied people
rights as well)
• Develops a thoughtful argument in some depth for both aspects of the task
• Is both descriptive and analytical (protesters not always successful but actions provide important
check on government and force them to be accountable for their actions; Shah’s actions unpopular
among conservative Islamic population; repression similar in some ways to life under Shah existed
under Ayatollah; in Argentina basic rights such as right to protest, freedom of speech, and freedom
of press suspended; Argentina not only country in South America to be turned from a socialist
democratic nation to a right-wing military dictatorship; new found economic and political freedoms
led Chinese students to protest for freedoms in Tiananmen Square)
• Supports the task by incorporating relevant evidence that includes facts, examples, and details from
Documents 1, 3, 4, and 5
• Supports the task by incorporating relevant outside information (on the surface protest against Shah
of Iran because he had made progress towards an advanced western nation; Shah had grown rich
from oil profits and contracts; Shah’s dictatorial government silenced those who disagreed and
abused people who refused to give up their religious beliefs; Shah’s government corrupt and
supported by military and others who watched over and denied people freedom of speech and
thought; after Islamic Revolution, Sharia law implemented by Ayatollah and diplomatic ties to the
US cut; in France, old government under King Louis XVI removed and replaced by equally
dictatorial Napoleon; military dictators in Latin America included Vargas in Brazil and Batista in
Cuba which to some degree brought to an end with end of Cold War although power vacuums,
instability, and civil war left in their wake; Deng Xiaoping allowed greater economic freedom to
Chinese people than Mao; originally protests allowed in Tiananmen Square but eventually ended
with violent military action; tanks and soldiers sent in to end protests and violence caught on
television; infamous and anonymous “Tank Man” bravely halted column of tanks with nothing but
two shopping bags but dragged off and disappeared from public eye; like Hungarian Revolution in
1956, brutal display of communist system; to this day, China remains communist and Tiananmen
Square hardly ever spoken about)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
Conclusion: Overall, the response fits the criteria for Level 4. Protests are examined across time and
place and demonstrate a historical understanding of protest as an enduring issue. However, while
good document interpretation and relevant outside information are included the discussions lack
the depth and analysis of a Level 5 paper.
Global Hist. & Geo. II Rating Guide – June ’23 [58]
June 2023 Regents Examination in Global History & Geography II
Test Questions by Key Idea
Question Number
Key Idea
1
10.1
2
10.2
3
10.2
4
10.3
5
10.3
6
10.3
7
10.3
8
10.4
9
10.4
10
10.2
11
10.2
12
10.2
13
10.7
14
10.7
15
10.10
16
10.5
17
10.5
18
10.5
19
10.6
20
10.7
21
10.2
22
10.7
23
10.10
24
10.10
25
10.8
26
10.8
27
10.9
28
10.9
29
10.3
30
10.3
31
10.3
32
10.9
33
10.9
34a
CT
34b
CT
35
CT
CT = Cross Topical: test items that cover more than one Key Idea
Global Hist. & Geo. II Rating Guide – June ’23 [59]
The Chart for Determining the Final Examination Score for the June 2023 Regents
Exam in Global History and Geography II will be posted on the Department’s web
site at: https://www.nysed.gov/state-assessment/high-school-regents-examinations
on the day of the exam. Conversion charts provided for the previous administrations
of any Global History and Geography examinations must NOT be used to determine
students’ nal scores for this administration.
Submitting Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the test
development process. The Department provides an online evaluation form for State
assessments. It contains spaces for teachers to respond to several specic questions and to
make suggestions. Instructions for completing the evaluation form are as follows:
1. Go to https://www.nysed.gov/state-assessment/teacher-feedback-state-assessments.
2. Select the test title.
3. Complete the required demographic elds.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
