Global RG v2 June 2019.qxp

Contents of the Rating Guide

For Part III A Scaffold (open-ended) questions:

• A question-specific rubric

For Part III B (DBQ) essay:

• A content-specific rubric

• Five prescored anchor papers ordered from score levels 5 to 1

• Commentary explaining the specific score awarded to each paper

• Five prescored practice papers

General:

• Test Specifications

• Web addresses for the test-specific conversion chart and teacher

evaluation forms

Updated information regarding the rating of this examination may be posted on the

New York State Education Department’s web site during the rating period. Visit the

site at: http://www.p12.nysed.gov/assessment/

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.

The University of the State of New York

THE STATE EDUCATION DEPARTMENT

Albany, New York 12234

FOR TEACHERS ONLY

The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

TRANSITION EXAM IN GLOBAL HISTORY

AND GEOGRAPHY — GRADE 10

Thursday, June 20, 2019 — 9:15 a.m. to 12:15 p.m., only

RATING GUIDE FOR PART III A

AND PART III B

(DOCUMENT-BASED QUESTION)

VOLUME

DBQ

Mechanics of Rating

The procedures on page 2 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 Transition Examination in Global History and Geography —

Grade 10.

Global Hist. & Geo. Rating Guide – June ’19 [2] Vol. 2

GLOBAL HISTORY AND GEOGRAPHY

Rating the Essay Question

(1) Follow your school’s procedures for training raters. This process should include:

Introduction to the task—

• Raters read the task

• Raters identify the answers to the task

• Raters discuss possible answers and summarize expectations for student responses

Introduction to the rubric and anchor papers—

• Trainer leads review of specific rubric with reference to the task

• Trainer reviews procedures for assigning holistic scores, i.e., by matching evidence from the

response to the rubric

• Trainer leads review of each anchor paper and commentary

Practice scoring individually—

• Raters score a set of five papers independently without looking at the scores and commentaries

provided

• Trainer records scores and leads discussion until the raters feel confident 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.

Rating the Scaffold (open-ended) Questions

(1) Follow a similar procedure for training raters.

(2) The scaffold questions are to be scored by one rater.

(3) The scores for each scaffold question must be recorded in the student’s examination booklet and on the

student’s answer sheet. The letter identifying the rater must also be recorded on the answer sheet.

(4) Record the total Part III A score if the space is provided on the student’s Part I answer sheet.

Schools are not permitted to rescore any of the open-ended questions (scaffold questions,

thematic essay, DBQ essay) on this exam after each question has been rated the required

number of times as specified in the rating guides, regardless of the final 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 final

score for each student’s essay, recording that score on the student’s Part I answer sheet, and determining

the student’s final examination score. The conversion chart for this examination is located at

http://www.p12.nysed.gov/assessment/

and must be used for determining the final examination score.

Global Hist. & Geo. Rating Guide – June ’19 [3] Vol. 2

Transition Exam in Global History and Geography (Grade 10)

Content Specific Rubric

Document-Based Question

June 2019

Document 1a

1 Based on these documents, what is one fear Japanese leaders had for their country?

Score of 1:

• States a fear Japanese leaders had for their country based on these documents

Examples: other countries would take over/foreign countries taking over/would be taken

over as China had been; other countries would invade; other countries would

carve them up; Britain/France/Russia

/United States were too strong for Japan;

the disgrace of losing to a foreign country; if China could not stand up to the

Western powers, how could Japan; feared Perry’s ships; feared number and

size of guns onboard ships; fear of steamships; hopeless contest would be

waged w

ith the foreign powers; foreign retaliation; foreign steamships armed

with guns would invade; being defeated/taken over by foreigners/Britain/

France/Russia/United States; the Japanese would be corrupted by opium;

external threats

Score of 0:

• Incorrect response

Examples: they liked Commodore Perry’s ships; foreign

countries would leave Japan;

being left totally unprotected by the Ch’ing dynasty/Ch’ing armed force

• Vague response

Examples: realists noticed what had happened; it was the mid–1800s; Japanese wood

blocks; China was the Middle Kingdom

In the mid-1800s, the Tokugawa shogunate was weak and faced external threats. This passage explains the

situation.

. . . Most of all the Japanese realists noticed what had happened to China—noticed, and were

appalled. China was not just another country but the Middle Kingdom, the Central Country.

Its emperor had historically referred to Japan’s emperor as “your little king.” A new China had

been carved up by Westerners, debauched [corrupted] by opium and left totally unprotected

by either the Ch’ing dynasty or armed force. If the British and French could polish off China,

what hope was there for little Japan—against Britain, France, Russia and the United States?

Japan could try to enforce its seclusion law, said one of its very shrewdest leaders after the

Biddle affair, but if “the foreigners retaliated, it would be a hopeless contest, and it would be

a worse disgrace for Japan.”. . .

Source: James Fallows, “When East met West: Perry’s mission accomplished,” Smithsonian, July 1994

Japanese Wood Block Print Depicting One of Perry’s Ships

. . . On July 8, 1853 four black ships led by USS Powhatan and commanded by Commodore

Matthew Perry, anchored at Edo (Tokyo) Bay. Never before had the Japanese seen ships

steaming with smoke. They thought the ships were “giant dragons pufﬁ ng smoke.” They

did not know that steamboats existed and were shocked by the number and size of the

guns on board the ships. . . .

Document 1b

Source: “Commodore Perry and the Opening of Japan,” U.S. Navy Museum online

Global Hist. & Geo. Rating Guide – June ’19 [4] Vol. 2

2a According to Richard Perren, what was one reason the Japanese government adopted

Western cultural innovations?

Score of 1:

• States a reason the Japanese government adopted Western cultural innovations according to

Richard Perren

Examples: to obtain equal treatment by the West; was an outward sign of change to the

Japanese themselves; to achieve important psychological influence on

Western diplomats and politicians

; as a symbol of westernization; to show

they were changing; as a sign to Western diplomats they were changing; to

look more like Westerners to Western diplomats; to modernize

Score of 0:

• Incorrect response

Examples: to reject Western influence; meat eating was encouraged; to show they would

not give up traditional dress; the Tokugawa shogun was new

• Vague response

Examples: Buddhist attitudes; was incongruous with Victorian veneer; to sing songs

amid plum blossoms; ceremonies were official

• No response

Document 2a

. . . As the object of modernisation was to obtain equal

treatment by the West many of the cultural innovations,

besides being more than outward forms to the Japanese

themselves, had an important psychological inﬂ uence on

Western diplomats and politicians. Under the [Tokugawa]

shogun, members of the ﬁ rst Japanese delegation to the

United States in 1860 wore traditional samurai dress

with shaved pate [top of the head] and long side hair

tied in a bun and carried swords. Under the [new Meiji]

emperor, Western-style haircuts were a major symbol

of Westernisation. Soldiers and civilian functionaries

[ofﬁ cials] wore Western-style uniforms, and politicians

often adopted Western clothes and even full beards.

In 1872 Western dress was prescribed for all court and

ofﬁ cial ceremonies. Meat eating, previously frowned on

because of Buddhist attitudes, was encouraged, and the

beef dish of sukiyaki was developed at this time. Western

art and architecture were adopted, producing an array

of ofﬁ cial portraits of leading statesmen as well as an

incongruous [incompatible] Victorian veneer [appearance]

in the commercial and government districts of the cities

and some rather depressing interiors in the mansions of

the wealthy. . . .

Source: Richard Perren, “On the Turn–Japan, 1900,”

Histor

Toda

June 1992

Document 2b

Source: Hashimoto Chikanobu,

December 1887 (adapted)

Picture of Songs Amid Plum Blossoms

Global Hist. & Geo. Rating Guide – June ’19 [5] Vol. 2

2b Based on these documents, state one way westernization influenced Japanese culture

during the rule of Emperor Meiji.

Score of 1:

• States a way westernization influenced Japanese culture during the rule of Emperor Meiji

based on these documents

Examples: adopted Western-style haircuts; adopted Western clothes; full beards were

adopted; Western-style uniforms were worn; meat eating was encouraged;

Western art was adopted; J

apanese produced an array of official portraits of

leading statesmen; adoption of Western architecture; a Victorian veneer

appeared in the commercial and government districts of the cities; Western

music was adopted; Western musical instruments were adopted; practices

previously frowned on were now encouraged; the beef dish of sukiyaki

was

developed; Western dress was prescribed for all court and official ceremonies;

women wore Western-style clothing; women played Western-style musical

instruments; traditional samurai dress was abandoned for meetings with

Westerners

Score of 0:

• Incorrect response

Examples: prohibited Western dress for official ceremonies; forced to carry swords;

politicians

shaved their beards; Western art was removed; Buddhist attitudes

were encouraged

• Vague response

Examples: prescribed for all court and official ceremonies; produced an array; pictures of

songs

• No response

Global Hist. & Geo. Rating Guide – June ’19 [6] Vol. 2

Document 3

3 According to Peter N. Stearns, what is one way the conservative Japanese officials

attempted to prevent westernization from damaging Japanese traditions?

Score of 1:

• States a way conservative Japanese officials attempted to prevent westernization from

damaging Japanese traditions according to Peter N. Stearns

Examples: revived Shinto religion; encouraged/supported partially invented traditions;

they encouraged nationalism; used nationalism to support more assured

loyalty; used nationalism to motivate higher production/economic

sacrifice;

used nationalism to propel rapid development; nationalism was used to spark

a new imperialism; nationalism

Score of 0:

• Incorrect response

Examples: Western advisers had poured into Japan; Westerners staffed/administered a

growing school system; banned Shinto religion; discouraged nationalism;

production was decreased

• Vague response

Examples: Mei

ji government emerged; westernization was vigorous; emperor worried;

key contacts were mapped; Western individualism; partially invented

• No response

Growth of Nationalism Under the Meiji

. . . Nationalism also emerged in Japan in the 1880s, but there under [Meiji] government

sponsorship after a period of vigorous Westernization. During the 1870s large numbers of

Western advisers had poured into Japan, stafﬁ ng and administering much of the growing

school system, among other duties. Conservative ofﬁ cials, including the emperor, worried

that Western individualism and other corrosive [destructive] values might damage Japanese

culture, and they called on nationalism, supplemented by a revived Shinto religion and

other, partially invented traditions, to support more assured loyalty to state and hierarchy.

Nationalism began to be used to motivate higher production, economic sacriﬁ ces, and other

qualities that helped propel rapid development; it soon sparked a new imperialism as well. . . .

Source: Peter N. Stearns, Cultures in Motion: Mapping Key Contacts and Their Imprints in World History,

Yale University Press

Global Hist. & Geo. Rating Guide – June ’19 [7] Vol. 2

Document 4a

4a According to this chart, what was one problem Turkey faced that convinced Atatürk

that Turkey needed to undergo major changes?

Score of 1:

• States a problem Turkey faced that convinced Atatürk that Turkey needed to undergo major

changes according to this chart

Examples: after World War I, Ottoman lands divided; Ottoman lands in southwest Asia

divided into European-controlled mandates; land

divided into mandates;

Britain/France/Italy/Greece occupied Turkish land in Asia Minor; loss of

lands in Asia Minor; conflict between Sultan’s government and Kemal

Atatürk’s government; loss of lands; lost control of some of its land

Score of 0:

• Incorrect response

Examples: Sultan restored to the throne; Turkey declared a republic; recognition of

Turkey as a country by European powers; Ottoman lands unified after World

War I; abdication of Atatürk from the throne

• Vague response

Examples: Treaty of Lausanne; end of World War I; officially declared

• No response

1918

• World War I ends; Ottoman lands in southwest Asia divided into European-controlled

mandates

• Britain, France, Italy, and Greece occupy Turkish lands in Asia Minor

1920–1922

• Kemal Atatürk forms nationalist government; conﬂ ict erupts between Atatürk’s

government and government of Sultan Mohammed VI

• Sultan Mohammed VI forced to abdicate throne

1923

• Treaty of Lausanne establishes borders of Turkey

• European powers recognize Turkey as a country

• Turkey ofﬁ cially declared a republic with Atatürk as leader

Source: Based on L. E. Snellgrove, The Modern World Since 1870, Longman Group

Global Hist. & Geo. Rating Guide – June ’19 [8] Vol. 2

. . .No nation was ever founded with greater revolutionary zeal than the Turkish Republic, nor

has any undergone more sweeping change in such a short time. In a very few years after 1923,

Mustafa Kemal Atatürk transformed a shattered and bewildered nation into one obsessed

with progress. His was a one-man revolution, imposed and steered from above. Atatürk knew

that Turks were not ready to break violently with their past, embrace modernity and turn

decisively toward the West. He also knew, however, that doing so would be the only way for

them to shape a new destiny for themselves and their nation. So he forced them, often over

the howling protests of the old order.

The new nation that Atatürk built on the rubble of the Ottoman Empire never could

have been built democratically. Probably not a single one of his sweeping reforms would have

been approved in a plebiscite [public vote]. The very idea of a plebiscite, of shaping a political

system according to the people’s will, would have struck most Turks of that era as not simply

alien but ludicrous [ridiculous]. . . .

Source: Stephen Kinzer, Crescent and Star: Turkey Between Two Worlds, Farrar, Straus and Giroux, 2001

4b According to Stephen Kinzer, what was one problem Atatürk faced as he forced his

country to change?

Score of 1:

• States a problem Atatürk faced as he forced his country to change according to Stephen

Kinzer

Examples: nation shattered/bewildered at start of republic; Turks were not ready to

embrace modernity; Turks not ready to break with the past and

turn to the

West; howling protests of the old order; the old order protested change;

building the new nation on the rubble of the Ottoman Empire; attempting

reforms against the people’s will; resistance

Score of 0:

• Incorrect response

Examples: plebiscite shaped political system; people wanted new destiny and had

revolutionary zeal; a nation willing to accept the West; democratic plebiscites;

Turks supported modernity

• Vague response

Examples: sweeping change; it was a short time; it was imposed from above; new

destiny was shaped

• No response

Document 4b

Global Hist. & Geo. Rating Guide – June ’19 [9] Vol. 2

5 Based on this excerpt from Eric Lawlor’s 1996 article, state two actions Atatürk took to

make his country into a more modern, secular state modeled on the nations of Western

Europe.

Score of 2 or 1:

• Award 1 credit (up to a maximum of 2 credits) for each different action Atatürk took to make

his country into a more modern, secular state based on this excerpt from Eric Lawlor’s 1996

article

Examples: abolished the sultanate; exiled the

caliph; took education away from the

clerics; closed religious courts; banned the fez/banned a symbol of Ottoman

and Islamic orthodoxy; adopted a modified Latin alphabet; outlawed

polygamy; championed equal rights for women; separated church and state

Note: To receive maximum credit, two different actions

Atatürk took to make his country into a

more modern, secular state must be stated. For example, banned the fez and banned a

symbol of Ottoman and Islamic orthodoxy is the same effect expressed in different words.

In this and similar cases, award only one credit for this question.

Score of 0:

• Incorrect response

Examples: appointed

a bright forward-looking woman as prime minister; promoted the

caliph; opened religious courts; established polygamy; ended equal rights for

women

• Vague response

Examples: national transformation; accomplished the work of centuries; powerful

leaders; it never happened in western Asia

• No response

Document 5

. . . Powerful leaders used to be called “makers of history”; few so obviously deserve the title

as Atatürk. Between 1923 and 1938, the year he died, he made this mostly Muslim country

into a largely secular state, modeled on the nations of Western Europe. History has seen no

national transformation swifter or more dramatic. In a little more than 15 years, he tried to

accomplish the work of centuries.

He abolished the sultanate in 1922 and, a year later, exiled the caliph, took education away

from the clerics and closed the religious courts. The effect of these measures was to separate

church and state, something that had never happened before in western Asia. He banned the

fez [traditional hat], which had become a symbol of Ottoman and Islamic orthodoxy, adopted

a modiﬁ ed Latin alphabet, outlawed polygamy and championed equal rights for women. It’s

largely because of Atatürk that, today, Turkish women have made their mark in medicine, law,

even politics. Though her political future is currently in doubt, Tansu Ciller, Turkey’s bright,

forward-looking prime minister [1993–1996], has been one of only a handful of women to

head a government anywhere. . . .

Source: Eric Lawlor, “Isn’t modernizing a nation a serious business?”, Smithsonian, March 1996 (adapted)

Global Hist. & Geo. Rating Guide – June ’19 [10] Vol. 2

. . .The dichotomy [between dictatorship and democracy] was built into the new state [of

Turkey] by its founder. Atatürk was a soldier; in the heady, early days of revolution the Army

could be regarded as its shield, guaranteeing survival against the machinations [conspiracies]

of the dictators to the west and north. Atatürk encouraged the formation of an opposition

party, the Liberal Republican Party, but it received little support and the ghazi [warrior/

Atatürk] reverted to what was essentially one-party rule, that of his own Popular Party.

The machinery of democratic government was left in place by him. But his legacy also

included the idea that army leaders, being above politics, could and should intervene to

save the country from itself—as when MPs [members of Parliament] broke up sittings of

Parliament, brandishing guns and indulging in ﬁ sticuffs, or when rival gangs of political

gunmen took their quarrels on to the streets, or when inﬂ ation began to turn the lira into

‘funny money’.

Three times in twenty years the army has taken over Turkey, tearing up the Constitution

and invoking the spirit of Atatürk. . . .

Source: John F. Crossland, “Turkey’s Fundamental Dilemma,” History Today, November 1988 (adapted)

6 According to John F. Crossland, what was one impact of Atatürk’s rule on Turkey?

Score of 1:

• Identifies an impact of Atatürk’s rule on Turkey according to John F. Crossland

Examples: he left the machinery of democratic government in place even though he ruled

through one party; his legacy included the idea that army leaders were above

politics; legacy included the idea that army leaders could and should intervene

to save the country; MPs broke up sittings of Parliament; the army took over

Turkey; the army ignored the Constitution a few times; an opposition party

was encouraged, but received little support; dichotomy between democracy

and

one-party rule built into the new state; created the appearance of

democracy in Turkey

Score of 0:

• Incorrect response

Examples: survival of dictators guaranteed; army leaders could not intervene in the

government; army always supported the Constitution

• Vague response

Examples: conspiracy of dictators; easy days of revolution; formation encouraged; it

received little support

• No response

Document 6

Global Hist. & Geo. Rating Guide – June ’19 [11] Vol. 2

Document 7

7 According to this article by Susan Greenhalgh, what was one reason Chinese authorities

were concerned about rapid population growth?

Score of 1:

• States a reason Chinese authorities were concerned about rapid population growth according

to Susan Greenhalgh

Examples: population will reach 1.3 billion in 20 years; population could surpass 1.5

billion in 40 years; people’s standard of living will not improve; creates

difficulties in education/in employment; will

overtax energy resources/water

resources/forest resources/other natural resources; will aggravate

environmental pollution; will make production conditions/living environment

very hard to be improved; make production conditions downright bad; could

cause environment/economic/population crisis; will aggravate the difficulties

for the Four Modernizations

Score of 0:

•

Incorrect response

Examples: the National People’s Congress rejected the policy; population will reach 1.5

billion in 20 years; people’s standard of living will improve; production

conditions have improved

• Vague response

Examples: numerical mode of political reasoning; formulated problems; combined social

crisis outlined

• No response

One-Couple-One-Child Policy: Science Becomes Party Policy

. . .In mid-September 1980 the third session of the Fifth National People’s Congress [NPC]

gave its seal of approval to a new policy designed to keep the population within 1.2 billion

by the end of the century by encouraging one child for all. The Government Work Report

issued by the NPC was the ﬁ rst general call for one-child families. This policy was then widely

publicized in a highly unusual Open Letter dated 25 September from the Central Committee

to all members of the party and the Communist Youth League. Packed with numbers of

every kind, the Open Letter embodied the new, numerical mode of political reasoning about

population. In its formulations of the population problem, the Letter combined the social and

natural scientists’ formulations into a picture of a grave population-economy-environment

crisis. With all scientiﬁ c uncertainty having been put to rest, the Letter outlined China’s

severe crisis in grim terms:

According to the present average of 2.2 children per couple, China’s population

will reach 1,300 million [1.3 billion] in 20 years and will surpass 1,500 million

[1.5 billion] in 40 years. . . . This will aggravate the difﬁ culties for the four

modernizations and give rise to a grave situation in which the people’s standard

of living can hardly be improved. . . . Moreover, too fast a growth of population

not only creates difﬁ culties in education and employment but will overtax [make

excessive demands on] the energy, water, forest, and other natural resources,

aggravate environmental pollution and make the production conditions and

living environment downright bad and very hard to be improved. . . .

Source: Susan Greenhalgh, “Science, Modernity, and the Making of China’s One-Child Policy,”

Population and Development Review, Vol. 29, No. 2, June 2003 (adapted)

Global Hist. & Geo. Rating Guide – June ’19 [12] Vol. 2

Document 8a

The Internal Debate on Birth Planning

. . .As preparations were being made to launch the propaganda and sterilization campaign

in late 1982, special attention was also being given to a profoundly disturbing consequence

of the program. With couples limited to only one child, or perhaps two, reports of female

infanticide, infant abandonment, and violence against women who gave birth to girls began

to rise dramatically. Although many of those reports came from backward rural areas, there

were urban cases as well, suggesting a deeply ingrained sex bias. That bias transcended [went

beyond] socioeconomic and educational status and could not be eliminated by the ongoing

propaganda campaign denouncing “feudal” preferences for sons over daughters. . . .

Source: Tyrene White, China’s Longest Campaign: Birth Planning in the People’s Republic, 1949–2005,

Cornell University Press, 2006 (adapted)

8 Based on this excerpt by Tyrene White and on this Chinese advertisement, state one

cultural impact the one-child policy had on Chinese society.

Score of 1:

• States a cultural impact the one-child policy had on Chinese society based on this excerpt and

this Chinese advertisement

Examples: with couples limited to one child, reports of female infanticide/infant

abandonment increased; increase in female infanticide/infant abandonment;

violence against women giving birth to

girls rose dramatically; beginning of a

sterilization campaign; propaganda convincing the public of the equal value

of having a girl or boy; propaganda campaigns denouncing preference for

sons over daughters; concern over families favoring the birth of sons to

continue the family line; evidence suggested a deeply ingrained sex bias;

continuation of feudal preferences for sons

Score of 0:

• Incorrect response

Examples: larger families; female infanticide decreased; feudal preferences for girls

• Vague response

Examples: feudal preferences; rural areas were backward; special attention was given;

consequences; preparations were made; bias transcended

• No response

Billboard in Hebei Province Promoting Girls

7KH DGYHUWLVHPHQW UHDGV ´7KHUH·V QR GLIIHUHQFH EHWZHHQ

KDYLQJDJLUORUDER\³JLUOVFDQDOVRFRQWLQXHWKHIDPLO\OLQHµ

Source: Therese Hesketh, et al.,

“The Effect of China’s One-Child Family Policy after 25 Years,”

The New England Journal of Medicine online, September 15, 2005

Document 8b

Global Hist. & Geo. Rating Guide – June ’19 [13] Vol. 2

Document 9

China announced an end to its one-child policy in October 2015.

BEIJING – The “one child” policy change announced by the Communist Party on Thursday

left some economists and investors wondering how the government would address longer-

term ﬁ nancial and economic pressures. . . .

Mr. Yao [director of the China Center for Economic Research at Peking University in

Beijing], said that an aging population threatened to weigh down China’s economic prospects

not so much because of a shrinking work force, but because of shrinking consumer demand.

He drew comparisons to Japan, saying that its [Japan’s] struggle to revive the economy in

the 1990s showed that the biggest threat came from stagnating [sluggish] demand as people

aged. . . .

China’s population has grown increasingly lopsided since the “one child” policy was

introduced in 1979. A third of the population is expected to be over age 60 by 2050, up

from about a seventh last year, placing signiﬁ cant strains on the government’s budget and its

beneﬁ ts programs for older citizens.

At the same time, the size of the labor force has dwindled in recent years and will probably

continue to shrink, economists said, raising questions about how China will sustain a historic

economic boom and pay for pensions and health insurance programs. The working-age

population dropped for the ﬁ rst time in 2012; last year, it totaled 916 million people, down

3.7 million from 2013, according to the government.

In the long term, an increase in the birthrate would likely offset some of the decline in the

working-age population. But in the short term, as children remain out of the labor force and

in school, it could place new pressure on the economy, as the overall share of the population

dependent on the government rises. . . .

Source: Javier C. Hernández, “Experts Weigh Likely Impacts of China’s ‘One Child’ Reversal,”

New York Times online, October 29, 2015

9 According to Javier C. Hernández, what is one way the discontinued one-child policy

will continue to impact China after 2015?

Score of 1:

• States a way the discontinued one-child policy will continue to impact China according to

Javier C. Hernández

Examples: a third of the population is expected to be over age sixty by 2050; will place

significant strains on the government’s budget/will place strains on its

benefits programs for older citizens; size of labor force will probably continue

to shrink/dwindling labor force/drop in working-age population; raises

questions about how China will sustain an economic boom; raises questions

about how China will pay for pensions and health insurance programs;

orking-age population dropped for first time in 2012 and will continue to

drop; children remaining out of the labor force and in school could place new

pressure on the economy; shrinking consumer demand as population ages

threatens the economy/threat of stagnating demand because of aging

population; rise in

number of people dependent on government; aging

population may weigh down China’ s economic prospects; pressure on the

economy

Score of 0:

• Incorrect response

Examples: labor force increased in recent years; children remain in labor force; working-

age population increasing; growth in consumer demand; there are no children

in the labor force; decrease in birthrates

• Vague response

Examples: comparisons to Japan; Communist Party announced a change; Center for

Economic Research will be set up; it is lopsided; historic economic boom;

overall share of population

• No response

Global Hist. & Geo. Rating Guide – June ’19 [14] Vol. 2

Transition Exam in Global History and Geography (Grade 10)

Content Specific Rubric

Document-Based Question

June 2019

Historical Context: Throughout history, leaders and their governments developed policies in

response to specific issues. These policies have had significant impacts on

the leader’s country or the surrounding region. These leaders and their

policies include Emperor Meiji and westernization, Kemal Atatürk and

westernization, and Deng Xiaoping and the one-child policy.

Task: Select two leaders and the associated policy mentioned in the historical context and for

each

• Describe the historical circumstances that influenced this leader and his government to

develop this policy

• Discuss the impacts of this policy on the leader’s country and/or on a region

Scoring Notes:

1. This document-based question has a minimum of six components (for each of two leaders

and their associated policies, describing the historical circumstances that influenced this

leader and his government to develop this policy and discussing at least two impacts of the

policy on the leader’s country and/or on a region).

2. The impacts of the policy may be immediate or long term.

3. The impacts of the policy may be on a leader’s country, on a region, or on both.

4. The leader’s country or a region need not be specifically identified as long as it is implied in

the discussion.

5. A description of the policy may be included in the discussion but is not required.

6. Information that is used to describe the historical circumstances that influenced the

Leader and his government to develop a policy may also be used to discuss the impacts

of the policy.

7. The impacts of the policy may be discussed from different perspectives as long as the

position taken is supported by accurate historical facts and examples.

8. Only two leaders and their policies should be chosen from the historical context. If three

leaders and their policies are discussed, only the first two should be scored.

9. For purposes of meeting the criteria of using at least four documents in the response,

documents 1a, 1b, 2a, 2b, 4a, 4b, 8a, and 8b may be counted as separate documents if the

response uses specific information from each of the documents.

Global Hist. & Geo. Rating Guide – June ’19 [15] Vol. 2

Score of 5:

• Thoroughly develops all aspects of the task evenly and in depth for each of two leaders by describing the

historical circumstances that influenced each leader and his government to develop this policy and

discussing at least two impacts of the policy on the leader’s country and/or on a

region

• Is more analytical than descriptive (analyzes, evaluates, and/or creates information), e.g., Meiji and

westernization: connects a weakened shogunate and fear of possible control by foreign countries to the rise

of the Meiji and reforms based on Western influences as well as increased Japanese nationalism in social,

economic, and political affairs; Atatürk and westernization: connects the breakup of the Ottoman Empire

following World War I to the development of a secular state that featured sweeping social and political

changes through strong authoritarian rule

• Incorporates relevant information from at least four documents (see Key Ideas Chart)

• Incorporates substantial relevant outside information related (see Outside Information Chart)

• Richly supports the theme with many relevant facts, examples, and details, e.g., Meiji and westernization:

seclusion law; role of Commodore Perry; Western individualism; revived Shinto religion; loyalty to the

state; foreign education of students; emergence of zaibatsu; role of imperialism; Atatürk and westernization:

mandates; Islamic orthodoxy; constitutional government; military rule; Father of Modern Turkey; equality

for women; fez; Latin alphabet

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are

beyond a restatement of the theme

Score of 4:

• Develops all aspects

of the task but may do so somewhat unevenly by discussing the policy of one leader

more thoroughly than the policy of the other leader or by developing one aspect of the task less thoroughly

than the others

• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information), e.g., Meiji and

westernization: discusses how the fears of a takeover by foreign countries led to reforms that included

increased Western influence as well as rising Japanese nationalism; Atatürk and westernization: discusses

how Ottoman losses following World War I influenced Turkey’s modernization and how secular principles

borrowed from the West influenced the separation of church and state and led to social changes

• Incorporates relevant information from at least four documents

• Incorporates relevant outside information

• Supports the theme with relevant facts, examples, and details

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are

beyond a restatement of the theme

Score of 3:

• Develops all aspects of the task with little depth or develops at least four aspects of the task in some depth

• Is more descriptive than analytical (applies, may analyze and/or evaluate information)

• Incorporates some relevant information from some of the documents

• Incorporates limited relevant outside information

• Includes some relevant facts, examples, and details; may include some minor inaccuracies

• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a

restatement of the theme

Note: If all aspects of the task are thoroughly developed evenly and in depth for the policy of one leader and if

the response meets most of the other Level 5 criteria, the response may be a Level 3 paper.

Global Hist. & Geo. Rating Guide – June ’19 [16] Vol. 2

Score of 2:

• Minimally develops all aspects of the task or develops at least three aspects of the task in some depth

• Is primarily descriptive; may include faulty, weak, or isolated application or analysis

• Incorporates limited relevant information from the documents or consists primarily of relevant information

copied

from the documents

• Presents little or no relevant outside information

• Includes few relevant facts, examples, and details; may include some inaccuracies

• Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly

identify which aspect of the task is being addressed; may

lack an introduction and/or a conclusion

Score of 1:

• Minimally develops some aspects of the task

• Is descriptive; may lack understanding, application, or analysis

• Makes vague, unclear references to the documents or consists primarily of relevant and irrelevant

information copied from the documents

• Presents no relevant outside information

• Includes fe

w relevant facts, examples, or details; may include inaccuracies

• May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly

identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion

Score of 0:

Fails to develop the

task or may only refer to the theme in a general way; OR includes no relevant facts,

example s, or details; OR includes only the historical context and/or task as copied from the test booklet; OR

includes only entire documents copied from the test booklet; OR is illegible; OR

is a blank paper

Global Hist. & Geo. Rating Guide – June ’19 [17] Vol. 2

Emperor Meiji and westernization

Key Ideas from Documents 1–3

Historical Circumstances Impacts of Policy on Japan or a region

Doc 1—Weak Tokugawa shogunate subject to

external threats

China, the Middle Kingdom, carved up by Westerners,

corrupted by opium, and left unprotected

Fear of being polished off as China had been by

Britain and France

Inability of Japan to enforce its seclusion law if

foreigners tried

to take over

Japanese surprised by Commodore Perry’s steam-

powered ships in 1853

Japanese shocked by the number and size of guns of

the United States ships

Doc 2—Adoption of Western musical instruments,

Western-style dress, and haircuts

Change to Western-style uniforms, clothes, and

full

beards

Use of Western dress for court and official

ceremonies

Meat eating encouraged (sukiyaki)

Adoption of Western art and architecture

Use of Victorian style (commercial and government

districts, in mansions of wealthy)

Doc 3—Emergence of nationalism under Meiji

sponsorship in 1880s after a period of

westernization

Introduction of large numbers of Western advisers to

staff and administer much of the school system

Fear of emperor and conservative officials of damage

to Japanese culture by Western individualism and

values

Use of nationalism, revival of Shinto religion, and

other traditions to assure loyalty to

state

Use of nationalism to motivate higher production,

economic sacrifice, and rapid development

Development of a new imperialism

Relevant Outside Information

(This list is not all-inclusive.)

Historical Circumstances Impacts of Policy on Japan or a region

Rule of Japan for centuries by shoguns

Details about isolationist policies

Need by Japan to increase access to raw materials to

support growth of industry (iron, hard coal)

Development of a modern army (rifles, cannon,

adoption of Prussian/German army techniques)

Introduction of railroads, Western banking,

and a

university system

Sending students to Britain, Germany, and the United

States for education

Sale of state-owned industries leading to privatization

and rise of zaibatsu

Details about Japanese expansion

Details of new imperialism

Control of Taiwan after Sino-Japanese War (1895)

Control of Port Arthur after Russo-Japanese War

(1905)

Adoption of Br itish naval techniques

Adoption of Meiji Constitution in 1889 preserving

power of emperor and increasing democracy

Annexation of Korea (1910)

Global Hist. & Geo. Rating Guide – June ’19 [18] Vol. 2

Kemal Atatürk and westernization

Key Ideas from Documents 4–6

Historical Circumstances Impacts of Policy on Turkey or a region

Doc 4—Ottoman Empire divided after World War I

(Turkish lands in Asia Minor occupied by Great

Britain, Italy, France, and Greece)

Lands in southwest Asia divided into European-

controlled mandates

Eruption of conflict between Sultan’s government and

Atatürk’s government

Abdication of Sultan Mohammad VI

ew borders of Turkey established by Treaty of

Lausanne

Turkey officially declared republic in 1923 with

Atatürk as leader

Turks not ready to break violently with their past,

embrace modernity, and turn toward the West

Shattered, bewildered nation transformed by Atatürk

over protest of

old order, shaping a new destiny for

Turkey

Doc 5—Introduction of a secular state, modeled after

western Europe between 1923 and 1938

Abolishing sultanate, exiling caliph, secularizing

education, closing of religious courts

Separation of church and state—a first in western

Asia

Banning of the fez,

symbol of Islamic orthodoxy

Adoption of a modified Latin alphabet

Outlawing of polygamy

Start toward equal rights for women

Doc 6—Dichotomy between dictatorship and

democracy built into Turkey by its founder

Formation of an opposition party, the Liberal

Republican Party, but little support given

One-party rule

Development of machinery of democratic government

Idea that army leaders could/should intervene to save

the country from itself

Idea that army leaders above politics

Occasional takeover of government by army, tearing

up of the constitution (3 times in 20 years)

Relevant Outside Information

(This list is not all-inclusive.)

Historical Circumstances Impacts of Policy on Turkey or a region

President Atatür k called “Father of Modern Turkey”

Defeat of Central Powers in World War I (Germany,

Austria-Hungary, Ottoman Empire, Bulgaria)

Mandate system created by League of Nations

Treaty of Versailles

Treaty of Sevres

Glorification of Turkish history/nationalism

Personality cult of Atatürk

Belief

in homogenous Turkey (treatment of ethnic

groups)

Military as guardian of Turkish nationalism

Institution of civil marriage and divorce

Discouraging women from wearing veils

Expanded opportunities for women (access to

secondary schools, factory jobs)

Resistance to reforms in the rural areas

Sending sons to Western schools/

universities

Global Hist. & Geo. Rating Guide – June ’19 [19] Vol. 2

Deng Xiaoping and one-child policy

Key Ideas from Documents 7–9

Historical Circumstances Impacts of Policy on China or a region

Doc 7—Policy approved by Fifth National People’s

Congress (NPC) to keep population to 1.2 billion by

end of century, encouraging one child for all (1980)

New numerical mode of political reasoning about

population embodied in open letter

Grave population-economy-environment crisis

publicized in open letter from Central Committee to

members of the Party and Communist Youth League

Population 1.3 billion in 20 years, over 1.5 billion in

40 years with average of 2.2 children per couple

Probability that Four Modernizations made more

difficult with population growth

Predictions about impacts of population growth

(standard of living hurt, difficulties in education an d

employment, energy, water, forest, and other

resources overtaxed)

Predictions that environmental pollution, production

conditions, and living environment aggravated by

population growth

Doc 7—Efforts to keep population at 1.2 billion by

end of century

Doc 8—Reports of female infanticide/abandonment,

rise in violence against women giving birth to girls

Ingrained sex bias (in urban as well as rural areas;

across socioeconomic and educational status)

Failure of propaganda campaign denouncing feudal

preferences for sons over daughters

Promotion of girls to continue the family line

Use of billboards for propaganda

Doc 9—Some economists and investors worrying

about

long-term financial and economic pressures

Threat of aging population to China’s economy

because of shrinking demand

One-third of population to be over 60 by 2050

Strain on government’s budget and benefits for older

citizens

Dwindling labor force likely to continue

Question of sustaining China’s economic boom

while

paying for pensions and health insurance programs

Drop in working-age population for first time in 2012

Working-age population down 3.7 million from 2013

Increase in birthrate possibly offsetting decline in

working-age population if policy changed

New pressures on economy with children out of labor

force and in school

Relevant Outside Information

(This list is not all-inclusive.)

Historical Circumstances Impacts of Policy on China or a region

Practice of Confucian obligations of a son diminished

under early communism

Adoption of policies by Mao that sometimes promoted

large families and sometimes promoted small

families

Adoption of policies by Deng to increase wealth and

power of China through economic reform

Details about Four Modernizations

Details about Mao and communism

Material incentives to promote the policy

Declining fertility rates in urban a reas

Underreporting of female births

Variations in policy practices in rural areas and in

autonomous regions

Fines/limited food rations/loss of employment for

families violating the policy

Possible wage raises and other benefits to families

who accepted one-child limit

Global Hist. & Geo. Rating Guide –June ’19 [20] Vol. 2

Anchor Paper – Document-Based Essay—Level 5

At different points in history, governments of certain nations

establish policies as a response to certain issues. These policies offer

short and long term effects on their nation or surrounding region.

Two leaders are Kemal Atatürk, and his westernization policy, and

Deng Xiapong, and his one-child policy.

Kemal Atatürk established a policy of westernization when he

came into power as leader of Turkey in 1923. Prior to Atatürk’s rule,

Turkey had been a part of the Ottoman Empire, which had been an

ally of Germany and Austria during World War I (Doc 4a). After the

war multiple European nations, such as Britain and France occupied

some former Ottoman lands. (Doc 4a) In the time period between 1920

and 1922, Mustafa Kemal, a war hero who fought for the Ottomans in

World War I, formed a nationalist government and forced Sultan

Mohammad VI out of the throne. (Doc 4a) It wasn’t until 1923 that

Turkey was recognized as it’s own country and a republic. At this

time, Mustafa Kemal became known as Atatürk which means “Father

of the Turks.” He established a secular single party regime focused on

maintaining independence and power with Atatürk as the ruler.

(Doc 4a). Atatürk realized that in order for Turkey to be a long

lasting country, it would need to modernize and westernize. However,

he also realized that the Turkish people would be divided about this

goal because so much of Turkey previously followed shariah and more

conservative Islamic religious ideas and many would not willingly

accept the westernization and abandon their history (Doc 4b).

Atatürk forced new modernization policies onto the people for

many reasons. First, it would allow Turkey to compete and protect

itself better from invaders. He also encouraged relations with the West

Global Hist. & Geo. Rating Guide –June ’19 [21] Vol. 2

Anchor Paper – Document-Based Essay—Level 5

so Turkey could trade, work with, and be helped by their western

allies. This would allow Turkey to become economically, militarily,

and politically stronger. With his new modern authoritarian

government and western styled army, Atatürk would also be able to

secure and increase his own political power. Part of Atatürk’s

westernization included separating church and state (Doc 5). He

closed religious Islamic courts, wanting to keep religion out of

politics. This separation of “church and state” is a central ideal

developed during the Enlightenment and promoted by western

nations and it was a total break from the Islamic governments whose

law and justice system was based on shariah and carried out by

Islamic scholars. He also introduced a western legal code and promoted

the emancipation of women. He abolished Islamic dress including

banning the wearing of headscarves by government employees (Doc 5).

He also banned the fez, a symbol of Islamic Orthodoxy. He adopted a

new Latin alphabet in order to promote connections with the West,

increase literacy, and promote nationalism and unity among the

Turkish people, many who spoke or wrote different languages. He also

outlawed polygamy and promoted equal rights for women, allowing

women to work in medicine, law, and politics (Doc 5).

These modernizations have effected Turkey tremendously. He

promoted Turkey as a strong independent country and encouraged

nationalism. He promoted Turkification getting rid of outside forces.

Secularism and his new law code molded and promoted his ideal of a

Turkish national citizen and decreased the power of Islamic scholars

within Turkey which meant that his own power was increased. These

effects changed Turkey long term. In the mid 1990s, Tansu Ciller, a

Global Hist. & Geo. Rating Guide –June ’19 [22] Vol. 2

Anchor Paper – Document-Based Essay—Level 5

Turkish prime minister, was one of the few women in history to

govern a country with a large Islamic population (Doc 5). Far more

impacts have occurred as Atatürk’s westernization policies have

progressed. When Atatürk came to power, he encouraged an opposition

party to his government in order to create a multi-party western style

republic. However it received little support and Turkey remained as a

one party government (Doc 6). Due to this, Atatürk ruled as a dictator

and allowed the military to be above politics and suspend democracy

by getting rid of the Constitution three times in 20 years (Doc. 6).

Atatürk believed that the military was above politics, and since there

was only one party, the military could overrule Turkey to save the

country from itself (Doc 6). Atatürk’s policy of westernization has

impacted Turkey for a great length of time.

In 1979, a one-child policy was introduced to China by Deng

Xiapong who took over after Mao Zedong. Mao had promoted some

medical care and sanitation which caused the death rate to decrease

leading to a quick rise in population. By the time Mao died the

population was headed towards 1 billion. In 1980, the one-child policy

was approved to keep the Chinese population no greater than 1.2 billion

by 2000 (Doc 7). At the time of the passing of the policy, the average

Chinese family had two or three kids. At that rate, by 2000, the Chinese

population would be 1.3 billion, and by 2020, 1.5 billion (Doc 7).

Larger populations would drastically increase waste, poverty, pollution

and put strains on natural resources, living space, employment, and

the ability to be educated (Doc 7). Larger populations would lead to

many problems with economic growth which Deng Xiaoping was

trying to encourage with his Four Modernizations.

Global Hist. & Geo. Rating Guide –June ’19 [23] Vol. 2

Anchor Paper – Document-Based Essay—Level 5

Due to these issues, the one-child policy was put into place to

manage population, preventing some of these negative issues. With

such a drastic change of life in China, there were drastic effects. Due

to a sex bias in the country of China, prioritizing males over females,

female infanticide and abandonment of female babies increased with

couples limited to a single child (Doc 8a). Mothers who birthed females

were often abused as if having a female child was a crime.

Advertisements were set up, by the government promoting girls,

stating that both girls and boys can continue family lineage (Doc 8b).

Some say that the one child policy was too effective and will cause

even fewer births in the next generation which has led the Chinese

government to change the policy, but the policy has definitely

impacted the country long-term. Despite this, the sex bias could never

be eliminated, as it is so deeply ingrained into the minds of Chinese

citizens (Doc 8a). Because of this sex bias there is a skewed sex ratio

with more boys than girls in China. This is causing problems today

with the scarcity of marriage age women and men not being able to

find a wife and get married.

While population has remained down, approximately one third of

the population is the elderly (Doc 9). This large elderly population

may not be able to be taken care of because there are simply too few

people to support them. Also as these elderly people retire there are not

enough people to take their jobs. The economy may be in danger of

deteriorating, with the work force decreasing in size, and less people to

demand goods (Doc 9). While the birth rates of children are now

allowed to increase, hopefully offsetting economic decline in the long

run, short term impacts could strain the economy, as the budget for

Global Hist. & Geo. Rating Guide –June ’19 [24] Vol. 2

Anchor Paper – Document-Based Essay—Level 5

elderly care, pensions, health care, etc is limited (Doc 9). Deng

Xiaping’s one child-policy has worked efficiently for containing

China’s population, but has caused a few other short and long term

impacts.

Kemal Atatürk’s westernization policy in Turkey, and Deng

Xiapong’s one-child policy in China have effected their countries

significantly. Atatürk’s policy has allowed Turkey to sustain itself

as a country up until today. Deng Xiapong’s one-child policy has

allowed China to keep rising population down, allowing natural

resources, education, and employment to remain available. The

specific issues of each country has allowed these policies to be put into

place and work effectively.

Global Hist. & Geo. Rating Guide – June ’19 [25] Vol. 2

Anchor Level 5

The response:

• Thoroughly develops all aspects of the task evenly and in depth for Kemal Atatürk and

westernization and Deng Xiaoping and the one-child policy

• Is more analytical than descriptive (Kemal Atatürk: established a secular single party regime

focused on maintaining independence and power; promoted

Turkey as a strong independent

country and encouraged nationalism; secularism and his new law code promoted his ideal of a

Turkish national citizen and decreased the power of Islamic scholars within Turkey; allowed

military to be above politics and suspended democracy; Deng Xiaoping: larger populations

would drastically increase waste, poverty, pollution, and put strains on natural resources, living

space, employment, and ability to be educated; due to sex bias prioritizing males over females,

female infanticide and abandonment of female babies increased; while birthrates now allowed to

increase hopefully offsetting economic decline in long run, short term impact could drain

economy as budget for elder ly care, pensions, and health care limited)

• Incorporates relevant information from documents 4, 5, 6, 7, 8, and 9

• Incorporates substantial relevant outside information (Kemal Atatürk: encouraged relations with

West so Turkey could trade, work with, and be helped

by Western allies allowing it to become

economically, militarily, and politically stronger; abolished Islamic dress including banning

wearing of headscarves by government employees; adopted a new Latin alphabet to promote

connections with West; encour aged opposition party to create a multi-party Western-style

republic but it received little support

; Deng Xiaoping: Mao had promoted some medical care

and sanitation which caused death rate to decrease; larger populations would lead to problems

with economic growth which Deng trying to encourage with Four Modernizations; problems in

China today with scarcity of marriage-age women)

• Richly supports the theme with many relevant facts, examples, and details (Kemal Atatürk:

Sultan Mohammad VI forced from throne; banned wearing of fez; outlawed polygamy and

promoted equal rights for women, allowing women to work in medicine, law, and politics; ruled

as a dictator; military got rid of Constitution three times in twenty years; Deng Xiaoping: policy

to keep Chinese population no greater than 1.2 billion by 2000; average Chinese family had two

to three kids when policy passed; advertisements promoted girls stating both girls and boys can

continue family lineage)

• Demonstrates a logical and clear plan of organization; includes an introduction that is a

restatement of the theme and a conclusion that summarizes the effects of each policy

Conclusion: Overall, the response fits the criteria for Level 5. Histor ical details and analytic

statements are interwoven and eff ectively support document interpretation. The assessment of the

impacts of both policies integrates relevant political and economic concepts demonstrating a good

understanding of the role of leaders in developing policies in response to specific issues.

Global Hist. & Geo. Rating Guide –June ’19 [26] Vol. 2

Anchor Paper – Document-Based Essay—Level 4

Since the start of civilization, Heads of State and government

have created policies to address specific and often pertinent issues in

their nation. These policies can leave a profound impact for decades or

even centuries to come. These can be positive or negative due to their

actions. Two excellent examples of this can be seen in Emperor Meiji

and the westernization of his nation of Japan, and Dictator Deng

Xiaoping and his one-child policy in his nation of the People’s

Republic of China.

Emperor Meiji of Japan had several reasons for his rapid

industrialization of his nation. For most of its history, Japan was a

somewhat isolated archipelago following in China’s footsteps. There

was cultural diffusion throughout the Korean peninsula but Japan

generally was left untouched. Japan remained feudal with shoguns

and samurais following bushido. This however also meant it was just

as vulnerable as China during the Age of Imperialism. China’s loss of

independence began with their defeat in the Opium Wars between

China and the U.K. resulting in China becoming a puppet of

European powers. Japan became worried that it would fall to the same

fate as China—invaded, conquered, and divided between western

powers such as the U.S, the U.K., Russia, and France (Doc. 1a). These

fears seemed to come to fruition in 1853; the U.S. growing impatient

with Japan’s isolationism sent a convoy of four steam ships to Edo

(modern Tokyo) to open Japan to trade. The sight of the convoy

frightened the Japanese as they had never seen a steam ship before

(Doc. 1b). With the U.S. at their doorstep Japan signed the unfair trade

Treaty of Kanagawa in 1854. This opened Japan to trade with the

U.S., the U.K., and Russia who could arrive at any moment. This

Global Hist. & Geo. Rating Guide –June ’19 [27] Vol. 2

Anchor Paper – Document-Based Essay—Level 4

angered the Japanese populous, they were angered at the Tokugawa

Shogunate for being so weak after more than 250 years of military

rule. Thus in 1868 the Meiji Restoration occurred, the Tokugawa

Shogunate was overthrown, and the Emperor’s power was restored.

There was still the issue of European imperialist powers so the new

Emperor Meiji knew he had to change Japan quickly to avoid China’s

fate.

Emperor Meiji concluded that he would need to fight fire with fire.

His conclusion was: for Western Europe to take Japan seriously it must

become more like western Europe. This meant rapid industrialization

and modernization of the economy. This began with the dress of his

people. Traditional Japanese samurai attire and haircuts were tossed

aside in favor of European uniforms for the military and European

haircuts along with eating meat (Doc. 2a). It wasn’t just men and the

military who had a change of dress. Women were encouraged to wear

European dresses and take up western musical instruments like the

piano (Doc 2b). This however also created new problems for Meiji. Chief

among them was western ideas such as individualism which were

damaging to traditional Japanese culture. To counter this Emperor

Meiji encouraged nationalism amongst his citizens like in order to

increase economic output western style factories were built (Doc. 3).

All of this would take Japan from a backwards neighbor of China to a

modern industrialized nation. However, Europe would continue to

refuse to recognize Japan as an equal. It wasn’t until World War II

that European countries started to see Japan as a world power. This was

partially due to inherent racism to anyone who wasn’t of western

European descent and thus anyone who wasn’t was inferior and

Global Hist. & Geo. Rating Guide –June ’19 [28] Vol. 2

Anchor Paper – Document-Based Essay—Level 4

should be colonized. Ironically, Japan would develop the same

imperialist ideas as Europe in the years leading up to World War II,

especially during the inter-war period. Japan is mostly mountainous

and thus needed to imperialize to get necessary resources. Ultimately,

for better or worse, Emperor Meiji modernized Japan, although his

actions weren’t always so positive even in the short-term.

Dictator Deng Xiaoping had many issues during the PRC when he

took office. Most notably however, was China’s overpopulation. Due to

Deng’s predecessor, Mao Zedong, China experienced rapid population

growth in order to increase economic output. This however would prove

problematic by the time Deng was in power. In September of 1980,

Beijing released an open letter to its people encouraging them to only

have a single child. This was due to projected population growth to

1.3 billion by 2000 and 1.5 billion by 2020 at current birth rates,

along with overburdening China’s natural resources and worsening

pollution (Doc. 7). With all these issues stemming from population

growth, the obvious solution was to cap the population, thus the

one-child policy took effect. This policy accomplished decreased

population growth rates but added a slew of other problems,

predominantly towards women. This was mainly in the form of

couples doing everything to not have a baby girl as their only child,

due to an inherent bias across Chinese society that only a boy could

continue the family line regardless of education or the socio-economic

status of the parents. Baby girls were sometimes left abandoned to try

again for a boy or violence was used against mothers or daughters

(Doc. 8a). This inherent sexism has left 118 males for every 100

females in China leading to an increase in sex trafficking or girls

Global Hist. & Geo. Rating Guide –June ’19 [29] Vol. 2

Anchor Paper – Document-Based Essay—Level 4

from nearby nations into China to marry rural boys. Various

attempts to improve the situation have failed, such as proposals

stating that having a girl is no different than having a boy and both

can continue a family lineage (Doc. 8b). The one child policy was

altered over the years to discourage social unrest and criticism. One

exception was for twins. Another exception was for rural populations

and minority Chinese. The Chinese government ultimately concluded

that the one-child policy was flawed from the start. Thus in 2016, the

one-child policy became the two-child policy. This choice was made

after reports surfaced of China’s aging population, low birth rates,

and a dwindling workforce as no one was replacing those aging out

(Doc. 9). This truly will haunt China for years to come and may even

lead to the end of the People’s Republic of China.

Global Hist. & Geo. Rating Guide – June ’19 [30] Vol. 2

Anchor Level 4

The response:

• Develops all aspects of the task for Emperor Meiji and westernization and Deng Xiaoping and

the one-child policy

• Is both descriptive and analytical (Emperor Meiji: Japan worried it would fall to same fate as

Chinainvaded, conquered, and divided between Western powers such as United States,

United Kingdom, Russia, and France; United States convoy of ships frightened Japanese as they

had never seen a steamship before; Western ideas such as individualism damaging to traditional

Japanese culture; encouraged nationalism among citizens to increase economic output; Deng

Xiaoping: one-child policy accomplished decreased population growth rates; inherent bias

across Chinese society that only a boy could continue family line regardless of education or

socio-economic status of parents; baby girls sometimes left abandoned or violence used against

mothers of daughters; proposal that states having a girl no different than having a boy and both

can continue family lineage failed)

• Incorporates relevant information from documents 1, 2, 3, 7, 8, and 9

• Incorporates relevant outside information (Emperor Meiji: Japan had remained feudal with

shoguns and samurais following bushido; Japan signed unfair trade treaty of Kanagawa in 1854

opening Japan to trade w

ith United States, United Kingdom, and Russia who could arrive at any

moment; in 1868 Meiji Restoration occurred, Tokugawa shogunate overthrown, and Emperor’s

power restored; Japan developed same imperialist ideas as Europe in years leading to World

War II; Japan mostly mountainous and needed to imperialize to get resources; Deng Xiaoping:

under Mao Zedong, China experienced rapid population growth to increase economic output;

inherent sexism left 118 males for every 100 females in China leading to increase in sex

trafficking of girls from nearby nations into China to marry rural boys; exceptions to one-child

policy included having

twins, rural populations, and minority Chinese)

• Supports the theme with relevant facts, examples, and details (Emperor Meiji: in 1853 United

States sent convoy of four steamships to Edo to open Japan to trade; traditional Japanese

samurai attire and haircuts set aside in favor of European uniforms; women encouraged to wear

European dresses and take up Western musical instruments such as piano; Deng Xiaoping: in

1980, Beijing released open letter to its people encouraging them to have a single child;

projected population growth to 1.3 billion by 2000 and 1.5 billion by 2020 which would

overburden China’s natural resources and worsen pollution)

• Demonstrates a logical and clear plan of organization; includes an introduction that is a

restatement of the theme and lacks a conclusion

Conclusion: Overall, the response fits the criteria for Level 4. The strength of the response is in the

treatment of long

-term impacts of both policies and the incorporation of some thoughtful analysis.

Document interpretation is supported by brief explanations and some relevant outside information.

Global Hist. & Geo. Rating Guide –June ’19 [31] Vol. 2

Anchor Paper – Document-Based Essay—Level 3

Throughout history, each nation has had a long line of rulers. Each

ruler had his own distinct policies and method of ruling. Many times,

the ruler is faced with a growing issue that may threaten the success

of the nation. In response, he must adopt a new policy that will keep

the country the way it is supposed to be. Some policies proved to have

positive lasting legacies, some did not, and many had both good and

bad impacts on the nation. Two rulers who created a policy in response

to an issue were Emperor Meiji of Japan and Deng Xiaoping of China.

In the mid–1800s in Japan, the shogunate government was proving

to be weak, and this was not ideal against the rising conflict with

western powers. China, a much bigger and more powerful nation than

Japan, had been conquered by western European nations in the Opium

Wars against Britain and later the unfair treaties that China was

forced to sign by many western countries. The Japanese felt that if

they could do this to China, they most certainly could do the same to

Japan because Japan was smaller than China. (doc 1) These

circumstances led to the rise to power by Emperor Meiji. The Meiji

emperor adopted a policy of westernization and modernization in an

attempt to conform to Western ways and receive equal treatment or at

least respect from these countries. The impact these changes had on

Japan truly changed the traditions of the country. Political and

military officials ditched the traditional samurai dress and haircuts

and instead began to wear Western, modern clothes with Western-

style haircuts, including beards. The Japanese also adopted Western

art and architecture styles and allowed meat-eating, once discouraged

by the practice of Buddhism (doc 2a). Buddhism fell out of favor with

the government and Shinto became the country’s official religion.

Global Hist. & Geo. Rating Guide –June ’19 [32] Vol. 2

Anchor Paper – Document-Based Essay—Level 3

This created a greater connection to the Emperor who was believed to be

descended from a Shinto God. All of these policies began to move the

Japanese away from tradition, which is why they also led conservative

officials to promote nationalism and bring back old traditions (doc 3).

They were able to do this because of the development of a modern school

system by the Meiji. Before this the majority of the people were not

formally educated. During the Meiji Restoration schools were

mandatory and followed the western model. Literacy rates increased

to almost 100 percent. Schools taught Japanese nationalism and ideas

of loyalty and devotion to their country. This increased efficiency in

the factories and eventually led to Japanese imperialism. Altogether,

Emperor Meiji left a lasting legacy on Japan by breaking from

traditions and modernizing the land in an attempt to conform.

Deng Xiaoping ruled communist China long after Meiji was in

Japan, in the late 1900s. China became communist in the 1940s. Mao

Zedong ruled and introduced some health care to a country that was

plagued by wars, rebellions, and conquests for about a hundred years.

While the health care was minimal the combination of it and a stable

government caused rapid population growth. China’s population was

estimated to grow to 1.5 billion by 2020. It was a predicted that

overpopulation would prove to worsen the standard of living, increase

pollution, and create employment difficulties. (doc 7) In order to

control population growth Deng Xiaoping issued the one-child policy.

As the name indicates, the policy was that every couple was only

allowed to have one child together. This would over time, decline the

soaring population. Unfortunately, the impact the policy had on the

nation was mostly negative. It led to a gender bias, as many saw

Global Hist. & Geo. Rating Guide –June ’19 [33] Vol. 2

Anchor Paper – Document-Based Essay—Level 3

males as stronger and superior and therefore wanted their only child

to be a boy.

This led to violence against women who birthed girls and many

parents abandoned these daughters (doc 8a). The economic legacy it

left on China throughout the years was also not as positive as it

should have been. For example, as the population of children declined

the working age population declined and the older population

increased, leading to a greater need for a senior citizen welfare plan.

Also, the economy was proving to be in danger as the labor force

decreased significantly (doc 9). In the long run, the one-child policy

left economists wondering how to continue their economic success

with less labor in China.

Both leaders may have lived in different time periods and ruled

different nations, but they were similar in that each responded to a

problem by forming a reformation policy. Meiji’s westernization

succeeded in modernizing Japan, but also led conservative officials to

push for nationalism and traditionize again. Deng Xiaoping’s one-

child policy succeeded in controlling population growth, but also led to

gender biases, discrimination, and potential economic failure. This

proves that policies issued by rulers will almost always have both

positive and negative lasting effects on the nation or region. However,

the reason for beginning these policies is to improve the welfare of the

nation, even if it ends up not succeeding.

Global Hist. & Geo. Rating Guide – June ’19 [34] Vol. 2

Anchor Level 3

The response:

• Develops all aspects of the task in some depth for Emperor Meiji and westernization and Deng

Xiaoping and the one-child policy

• Is more descriptive than analytical (Emperor Meiji: in mid-1800s Japan, shogunate government

proving to be weak which was not ideal against rising conflict with Western powers; adopted

Western ways in attempt to receive equal treatment or respect from Western countries; political

and military officials ditched traditional samurai dress and haircuts; Deng Xiaoping: predicted

overpopulation would worsen standard of living, increase pollution, and create employment

difficulties; one-child policy led to gender bias as many saw males as stronger and superior and

therefore wanted only child to be male; economy in danger as labor force decreased

significantly)

• Incorporates some relevant information from documents 1, 2, 3, 7, 8, and 9

• Incorporates relevant outside information (Emperor Meiji: a much bigger and more powerful

China conquered by Western European nations in Opium Wars against Britain and later forced

to sign unfair treaties; Buddhism fell out of favor with government and Shinto became country’s

official religion; developed modern school system where education was mandatory and

followed Western model increasing literacy rates; schools taught Japanese nationalism and ideas

of loyalty and devotion to country; Deng Xiaoping: China became communist in 1940s; Mao

Zedong introduced some health care to country plagued by wars, rebellions, and conquests for

about a hundred years; older population increased leading to greater need for senior citizen

welfare plan)

• Includes some relevant facts, examples, and details (Emperor Meiji: officials began to wear

Western clothes, haircuts, and beards; adopted Western art and architecture styles; allowed meat

eating, once discouraged by practice of Buddhism; Deng Xiaoping: population estimated to

grow to 1.5 billion by 2020; issued one-child policy to control population growth; policy led to

violence against women who birthed girls)

• Demonstrates a satisfactory plan of organization; includes an introduction that is a restatement

of the theme and a conclusion that discusses the positive and negative effects of both rulers

Conclusion: Overall, the response fits the criteria for Level 3. Document interpretation leads to

some good conclusions concerning the positive and negative impacts of the policies of both leaders.

Good historical references would have benefited from further explanation.

Global Hist. & Geo. Rating Guide –June ’19 [35] Vol. 2

Anchor Paper – Document-Based Essay—Level 2

Ever since the beginning of history, leaders and their governments

have developed policies in response to uprising issues. The policies that

were created have had a significant impact on the leader’s country

and its surrounding regions. Some leaders and their policies were

Deng Xiaoping and the one-child policy and Emperor Meiji and

westernization. These leaders created their policies for a reason and the

results of their policies were also good and bad.

Japan was a country that did not like foreign influence and

followed a long-term policy of isolationism. However, that policy soon

came to an end when the Tokugawa shogunate was weak and faced

external threats. Japanese realists came to realize that its neighbor

China was “polished off” by Britain and France, soon they would be

next. Especially if Britain, France, Russia, and the US invaded

Japan, they would have no chance at all to defend themselves since

they were so outdated (Doc 1a). Since they have not updated recently

their technology, when Commander Perry and his crew came to visit

Japan, the Japanese people were in awe and shocked to see the US crew

on a “giant dragon puffing smoke.” (Doc 1b). They had no knowledge

that such things existed since they followed a policy of isolationism

and never knew that there were people living outside Japan.

When Emperor Meiji came to power, he decided that it was time that

Japan modernize and ultimately developed a policy of westernization.

Once the policy took place, several changes had occurred throughout

Japan. Western-style haircuts were a major symbol of westernization.

Meat-eating, previously dissaproved of by Buddhist attitudes, was

encouraged and the beef dish sukiyaki was developed (Doc 2a).

However, conservative Japanese officials attempted to prevent

Global Hist. & Geo. Rating Guide –June ’19 [36] Vol. 2

Anchor Paper – Document-Based Essay—Level 2

westernization by promoting nationalism to support more loyalty to

the state and hierarchy (Doc 3).

In 1980, China soon was to adopt the one-child policy plan which

limited one child per family. The reason for the policy was because if

the population continued to grow, they would deplete all of their

natural resources and production conditions and living

environments would end up terribly (Doc 7). After the one-child

policy was enforced, social/cultural problems began to arise. The

policy suggested a sex bias that only got worse due to propaganda

campaigns denouncing preferences for sons over daughters (Doc 8a).

Several decades later, the policy became discontinued but problems

still lingered. The size for labor decreased and was still continuing to

shrink raising questions about how China would sustain an

economic boom and pay for pensions and health insurance programs

(Doc 9).

Depending on the problem, policies are created as a solution to the

arising plight. However, not all policies are assured a long term

solution. New plights may rise and be even more challenging than the

previous. These leaders tried to solve their problems by creating policies

they deemed fit. Some worked, others didn’t. However, that never

stopped them from surpassing the past and trying to create a bright

future.

Global Hist. & Geo. Rating Guide – June ’19 [37] Vol. 2

Anchor Level 2

The response:

• Minimally develops all aspects of the task

• Is primarily descriptive (Emperor Meiji: isolationism came to an end when Tokugawa

shogunate was weak and faced external threats; felt if Britain, France, Russia, and United States

invaded Japan they would have no chance to defend themselves as

they were outdated; Japanese

people shocked when Commander Perry and crew visited Japan as they had no knowledge of

such ships; felt it was time for Japan to modernize and developed policy of westernization

leading to changes; Deng Xiaoping: feared if population continued to grow, it would deplete

natural resources and production conditions and environment would suffer; pr opaganda

campaigns denounced preferences for sons over daughters; size of labor force decreased raising

questions about how China would sustain economic boom and pay for pensions and health

insurance programs); includes faulty and weak application (Emperor Meiji: since they followed

policy of isolationism they never knew people were living outside Japan; Deng Xiaoping: sex

bias got worse as result of propaganda campaigns)

• Incorporates limited relevant information from documents 1, 2, 3, 7, 8, and 9

• Presents no relevant outside information

• Includes few relevant facts, examples, and details

(Emperor Meiji: beef dish sukiyaki

developed; Deng Xiaoping: adopted one-child plan)

• Demonstrates a general plan of organization; includes an introduction that is a restatement of the

theme and a conclusion

Conclusion: Overall, the response fits the criteria for Level 2. Brief explanations of document

information

and generalizations are the basis for a minimal discussion of all aspects of the task.

Weak connections and basic statements lack supporting facts and details which hampers

development.

Global Hist. & Geo. Rating Guide –June ’19 [38] Vol. 2

Anchor Paper – Document-Based Essay—Level 1

In recent history, there have been leaders who have adopted policies

in order to fix/help their nation. These policies have had both positive

and negative drastic effects.

In the twentieth century, the Chinese population reached

freightening numbers. If the population were to exceed 1.5 billion there

would be a lot more people to accomidate for. There would be an

increase in energy use, water use, deforestaion and a lack of

resources. As stated in Document 7. To prevent this, Deng Xiaoping

adopted the one-child policy. The name is self explanitory, everyone

could have only one child. As a result of this policy, there was a rise in

reports of female infaticide (people murdured baby girls). People

assualted women who gave birth to girls and abandoned babies who

were female (Doc 8a). This policy is no longer in effect but as a result

children aren’t working but staying in school. This may pressure the

economy.

After World War I, Turkish land was divided by Britain, France,

Italy and Greece. After this, Kemal Atatürk dethroned Sultan

Mohammed VI with his nationalist movement and took over. Kemal

adopted westernization in order to gain independence and have the

other European countries recognize Turkey as a country.

Westernization gave way to equal rights for women and also more

education. Turkish westernization also had its downside as well.

Ataturk gave extra power to the military and place them above politics.

This caused the Turkish military to take over Turkey three times in

20 years.

Global Hist. & Geo. Rating Guide – June ’19 [39] Vol. 2

Anchor Level 1

The response:

• Minimally addresses all aspects of the task

• Is descriptive (Deng Xiaoping: if population exceeded 1.5 billion would be many more people

to accommodate; with one-child policy there was a rise in reports of female infanticide; Kemal

Atatürk: dethroned Sultan Mohammed VI and took over; westernization gave way to equal

rights for women and more education); lacks understanding and application (Deng Xiaoping:

one-child policy no longer in effect so as a result children not working but staying in school;

Kemal Atatürk: adopted westernization in order to gain independence and have other countries

recognize Turk

ey as a country)

• Includes minimal information from documents 4, 5, 6, 7, 8, and 9

• Presents no relevant outside information

• Includes few relevant facts, examples, and details (Deng Xiaoping: increase in energy use, water

use, deforestation, and lack of resources with increasing population; Kemal Atatürk: after World

War

I, Turkish land divided by Britain, France, Italy, and Greece; Turkish military took over

Turkey three times in twenty years)

• Demonstrates a general plan of organization; includes an introduction that is a restatement of the

theme and lacks a conclusion

Conclusion:

Overall, the response fits the criteria for Level 1. Simplistic interpretation of document

information address es all aspects of the task and demonstrates a basic understanding of the policies

of Deng Xiaoping and Kemal Atatürk. Generalizations and lack of details weaken the response.

Global Hist. & Geo. Rating Guide – June ’19 [40] Vol. 2

Document-Based Essay—Practice Paper – A

Throughout history, many leaders and their governments

developed policies in response to certain issues. Along with these

issues, came significant impacts on the country or their region. These

leaders and ideas include Emperor Meiji and westernization, and

Kemal Atatürk and westernization.

Before the Meiji Restoration Japan was ruled by the Shogun. They

had a general policy of isolation allowing only China and the Dutch

to trade with them through one port city. However, this was in the

1800s and the Industrial Revolution led to the Age of Imperialism.

India had been colonized and China lost the Opium War that resulted

in spheres of influence in China that basically got rid of autonomy.

When Matthew Perry arrived in Tokyo Bay in 1853 asking Japan to

open its ports, Japan had to change quickly and significantly. The

shogun was removed and the Meiji emperor took over. During the Meiji

Restoration, Emperor Meiji had brought significant impacts, because

he started a policy of westernization and modernization. The Meiji

Emperor had to change technology in order to protect the country’s

independence and to stop foreign domination. He also had to

westernize in order for Japan to be taken seriously and treated equally

by the West. When the first Japanese delegation to the United States

arrived in 1860 and were wearing traditional samurai dress with

shaved pates, buns, and carved swords they were not taken seriously.

This is why under the Meiji Emperor things changed to create, expand,

and better the relationships with the West (Doc 2a). Under Emperor

Meiji, many changes would occur. One change would be making the

Japanese have western-style haircuts. These haircuts were a major sign

of westernization and allowed the west to think of the Japanese in a

Global Hist. & Geo. Rating Guide – June ’19 [41] Vol. 2

Document-Based Essay—Practice Paper – A

different way. Along with the haircuts, the civil officers, soldiers and

civilians wore Western-style clothing/uniforms. Politicians even grew

full beards and adapted this type of clothing (Document 2a). In

1872, the Western dress was ordered to be worn for all official

ceremonies by both men and women. Another change that was

significant, was the beginning of meat eating. Before the Meiji

Restoration, meat-eating was not socially acceptable because of

Buddhist attitudes. But, now it was encouraged to eat meat and

develop a more western style palate even creating new meat dishes

such as “Sukiyaki”. (Document 2a) Japanese people dressed like and

took cultural ideas from the West. They learned to play western style

instruments like the piano, and adopted western art and architecture.

Seen in Document 2b, many modern buildings were inspired because

of the idea of westernization and cultural diffusion. The blending of

two cultures allowed for syncretism and the advancements in

technology and science. In Document 2a, many Western arts were

produced. Many arrays were produced of official portraits of officials,

and interiors of mansions. Many designs were also imprinted on

clothing or furniture (Document 2b). All of these factors helped the

Japanese advance in many things; such as equality with the West. It

also impacted Japan in another way – it promoted nationalism within

Japan. Japan managed to avoid European domination and was never

imperialized. Many citizens took pride in their country because of the

Meiji Restoration. Not only were they able to westernize but they were

able to compete and challenge the economic power of the West. Because

of the acceptance of westernization and modernization, Japan

industrialized and was soon out-producing even some western powers.

Global Hist. & Geo. Rating Guide – June ’19 [42] Vol. 2

Document-Based Essay—Practice Paper – A

Not only did Emperor Meiji help restore westernization, but Kemal

Atatürk of Turkey was responsible for many changes also.

The Ottoman Empire had experienced many changes in the late

1800s and early 1900s as well. Mustafa Kemal Atatürk was an

Ottoman war hero and played a crucial role in important battles such

as Gallipoli. In fact he was the only Ottoman general to go undefeated

in the brutal war. When World War I had ended and the Central

Powers were defeated, the Ottoman Empire collapsed and was divided

by Great Britain, France, Greece, and Italy in Asia minor (Document

4a). It was in 1923, when Atatürk had a huge impact on the Turkish.

After Sultan Mohammed VI was forced to abdicate the throne, Turkey

was recognized as a country (Document 4a). Kemal Atatürk realized

that the only way to create and maintain an independent and

powerful Turkish state was to force change throughout the country.

Between 1923 and 1938, Kemal Atatürk made Turkey modernized

and westernized. One action that Kemal Atatürk did was that he

banned much of the traditional clothing in Turkey. This clothing

included the fez, a hat that symbolized the Ottomans and Islamic

Orthodoxy (Document 5). He also banned wearing religious clothes

and encouraged women to not wear veils and to dress in a western

way. Not only did Atatürk ban many kinds of traditional clothing,

but he brought many changes to Turkey’s religion. Most of the Turks

were Muslim, with a Christian minority. In 1923, Atatürk exiled the

caliph, and separated the church and state. He closed religious courts

and created a secular law code, judicial system and education system

all of which had almost entirely promoted Islamic ideas. These actions

were never seen before in Western Asia (Document 5). With this

Global Hist. & Geo. Rating Guide – June ’19 [43] Vol. 2

Document-Based Essay—Practice Paper – A

action, the established government could not intervene with religion

allowing for different religions to be tolerated and coexist. Probably

the one major action that Atatürk had accomplished was that he

granted women equal rights. Women were now allowed to advance in

law, science and education, without discrimination. Women were

more readily allowed into the workplace and were given the right to

vote in the 1930s and were even elected into the Turkish Parliament

(Document 5). Atatürk believed in a political dichotomy, between a

dictatorship and a democracy. Atatürk had encouraged an opposition

party, the Liberal Republic Party, but it received little support from the

people. He also created a Parliament but it was dominated by his

Popular Party (Document 6). From there, he encouraged many

military officers to save their country from itself and protect Turkey

from the rise of dictatorships or the abuse of power. The army was to

act as the saviors of the country above the politics and fights that

could happen. At various times the army intervened in government,

took over Turkey, and even tore up the Constitution. They acted as an

independent protector of Atatürk’s ideas. Because of this, Atatürk’s

impact was even greater (Document 6). These were all examples of

Atatürks action, no matter what he did, there was a great impact for

Turkey.

During the course of history, many leaders and governments

developed policies regarding their country. With these policies, came

great impacts. Leaders such as Atatürk encouraged western ideas and

abolished traditional ideas. Through every leader and government,

there also comes a huge impact, no matter the size.

Global Hist. & Geo. Rating Guide – June ’19 [44] Vol. 2

Document-Based Essay—Practice Paper – B

Westernization is the policy of reforming one’s country to catch up

with Western society by creating new court systems, remodeling

armies, and adopting new traditions/cultural habits from the West.

Emperor Meiji of Japan and Kemal Atatürk of Turkey both saw how

far behind their nations were to Western Powers such as the U.S. and

Great Britain. They instituted vast restructuring of their countries to

modernize and remain independent although they had to sacrifice

some of their traditions.

When the Western powers cut up China into spheres of influences,

Emperor Meiji knew Japan would not fair better after all because

Japanese emperors were considered the “little Kings” by the Chinese

Emperors (Doc 1a). Historically China acted as Japan’s teacher and

superior giving them some key cultural elements such as written

characters and Buddhism. Many in Japan felt that if China fell so

easily to western powers then Japan had no hope. When the U.S.S.

Powhaton landed in Edo Bay on July 8, 1853 and the steam powered

ships mesmurized the Japanese people, the U.S. forced Japan to open up

to foreign trade making them feel they would lose their control

(Doc 1b).

However, Emperor Meiji instituted modernization and

Westernization so Japan would not be made a “western puppet” and

his policy would be known as the “Meiji Restoration.” The Meiji

emperor tried to change Japan completely in order to avoid being taken

over. He modernized the government, the military, industry, and even

culture. He sent scholars to learn about western ideas and brought in

experts from around the world to teach the Japanese new western

technology. The Meiji government for example trained in European

Global Hist. & Geo. Rating Guide – June ’19 [45] Vol. 2

Document-Based Essay—Practice Paper – B

military techniques and use of western guns and adopted law codes

modeled after France and Germany. The Meiji emperor also tried to

change and westernize Japanese culture. He made people get western-

style haircuts. Soldiers and political officials wore western-style

beards and western uniforms. At ceremonies you had to wear Western

outfits. (Doc 2a). Under Buddhism meat-eating was looked down

upon but due to new Western policies beef became popular (Doc 2a).

New Japanese buildings were modeled with Western archeiture. But,

conservative Japanese political officials didn’t want Japanese values to

be utterly destroyed by western principles, so they used nationalism

to preserve traditional beliefs while furthering modernization (Doc 3).

They used nationalism to raise economic capacity, and unite the

Japanese people. They took foreign ideas and made them uniquely

Japanese. For example, factories mixed western technology with

traditional Japanese ideas of loyalty, discipline, and sacrifice. This

helped lead to rapid development (Doc 3). This pride though led to the

Japanese becoming hostile to neighboring countries. The Japanese

fought and beat the Russians in the Russo-Japanese war which was

the first time a major western power was beat by an Asian power. In

the 1930’s Japanese imperialism brought about by its westernization

resulted in it conquering Manchuria and then most of China and

Southeast Asia. Japanese nationalism helped Japan to become one of

the leading economic powers of today in which Japan is the 3rd largest

economy in the world by GDP (nominal).

During World War I the Ottoman empire fought on the side of the

Central Powers. When they lost the war they were occupied by Western

European powers and soon after what was left of the empire fell to ruin

Global Hist. & Geo. Rating Guide – June ’19 [46] Vol. 2

Document-Based Essay—Practice Paper – B

and became a shell of it’s former self. That’s when Kemal Atatürk

knew his nation needed to be revived so he formed a nationalist gov’t.

which made Sultan Mohammed VI abdicate the throne (Doc 4a).

Kemal Atatürk set up a republic with himself as the leader. He knew

his nation needed to westernize to compete in the modern world but

many people liked the old orders and traditions. So Kemal Atatürk

had to force his policies on them. (Doc 4b) He knew the plebiscite would

never pass the reforms so he had to built the new Turkey non-

democratically (Doc 4b). Atatürk was a dictator who forced the people

to radically change because he feared if they didn’t Turkey would fall

to European control which is similar to the thinking of the Meiji

emperor. Like the Meiji Emperor, Atatürk changed virtually

everything. His policies included closing religious courts to separate

both the church and state, abolishing the Sultanate, exiling the caliph,

and taking education away from clerics. (Doc 5) The policies in a

matter of a little more than 15 yrs created a Muslim country modeled

after nations of Western Europe (Doc 5)

Kemal Atatürk’s legacy in Turkey is huge because his policies

supported equal rights for women resulting in one of Turkey’s prime

minister being a women named Tansu Ciller who served in the 1990’s.

She is one of the few women in the world to head a gov’t. (Doc 5) His

legacy also left Turkey with a democratic gov’t., but the army has taken

over several times because Atatürk also left the idea that military

leaders “could intervene to save the country from itself” (Doc 6).

Both Emperor Meiji and Kemal Atatürk pursued policies of

westernization in their countries to make them players in global

affairs. Also in order to make their nations strong enough to protect

Global Hist. & Geo. Rating Guide – June ’19 [47] Vol. 2

Document-Based Essay—Practice Paper – B

themselves from outsiders. Both leaders knew that a policy of

modernization and westernization would help their nation in the long

run, but this also meant sacrificing traditions and values. Japan

westernized to compete with the western powers and not be crushed,

while Turkey westernized to bring growth and stability to nation

that’s a part of its former self.

Global Hist. & Geo. Rating Guide – June ’19 [48] Vol. 2

Document-Based Essay—Practice Paper – C

If you flip through the pages of a history textbook, you will find

headings and passages underneath them. In almost every textbook,

the heading will name a leader and under that heading will be a

description of his/her rule and the impact they had on the world as we

know it. Every ruler has an impact – that may be because of the

policies they establish, or simply because of the time in which they

existed. These impacts could be limited to a city or a country, or could

reach the nation, the world. Two leaders that had significant impact

on cultural, social and political issues include Deng Xiopeng with his

one-child policy, and Emperor Meiji with the institution of

westernization in Japan.

Emperor Meiji and the Meiji Restoration is an imperative part of the

development of Japan. In the current day and age, Japan is a world

power. We know them for their cars, their phones, their advanced

technology, their food, and their culture. How did this come to pass? In

the nineteenth century, Japan was still ruled by a shogunate and was

generally foreign to the customs of the rest of the world (Doc 1) after

the Japanese had closed its doors to trade in the 1600s. The Japanese

were afraid of western domination and looked up to China (Doc 1a).

They wanted to maintain their isolationist policy but when the

Americans forced Japan to open its ports to trade the Japanese knew

something needed to be done. Emperor Meiji believed that the

establishment of western thought in their daily lives would help Japan

to transform so that it could compete against foreign powers; thereby

allowing Japan to maintain its independence. The changes were

political, economic, and cultural. For example Japan adopted

westernized styles and clothing as well as art and architecture. Other

Global Hist. & Geo. Rating Guide – June ’19 [49] Vol. 2

Document-Based Essay—Practice Paper – C

than this, the new cultural openness was also encouraged. Politically,

Japan made feudalism illegal. Economically, Japanese businesses

built western style factories to produce goods for the foreign market.

There was also a growth of nationalism in Japan. Japan, while still

engaging in cultural diffusion, also maintained some of their core

cultural ideals, such as Shintoism. And so all of this occurred. But to

what end? Following these new reforms and developments, Japan

established themselves (or began to) as a power, motivated higher

production which led to a new interest in imperialism. (Doc. 3)

Ultimately, the Meiji Restoration was vital in the transition of Japan

into a great world power.

Another influential leader was Deng Xioping in China. This leader

instituted one of the longest lasting controversial policies in China

ever. Established in 1979, the one-child policy dictated that a family

could have only one child. The policy arose out of concern for the

welfare of Chinese society and resources. According to document 7,

there were concerns on overtaxing the environment and the limited

resources people would then receive. With such a high expected

population China would most probably run out of resources putting

strains on the entire economy. If the normal trajectory had continued,

China would have reached and surpassed one billion in their own

population perhaps going beyond its carrying capacity. The ever

growing population would also have increased pollution as well. China

was not the only country interested in environmental issues, either.

The human population impact on our planet was being discussed

globally and still is even in recent years (relative to 1979). Non

governmental organizations like Greenpeace also arose to fight the

Global Hist. & Geo. Rating Guide – June ’19 [50] Vol. 2

Document-Based Essay—Practice Paper – C

negative human impact on the environment. China, pressured by

their already large population instituted the one-child policy. However,

as good as the intentions were, the policy came with negative effects

along with the good. As stated in document 8, rates of infanticide,

violence against women (especially those bearing girls) and infant

abandonment rose dramatically. The one-child policy revealed a deep

gender bias in their Chinese society. On top of this, the one-child

policy resulted in a division of age groups in China. The youth

population grew smaller and the elderly population grew larger.

Consequently, the Chinese workforce has been growing smaller which

will cause major decreases in production due to a probable shortage of

workers. The policy is controversial because it confronts major issues

that are seen worldwide. Do people value the environment, our women,

the rights of privacy and to have as many children as you want or

our physical output in the race of nations?

Leaders in history are people who test the limits of our society,

address issues and ideals that we could not before – they are people who

confront the norm. Emperor Meiji did so in the 1800s and took Japan

to new heights that it had never seen before. Deng Xiaoping instituted

a policy that makes people ask themselves, ‘what do I value?’ To be a

leader, of any country or of any people, is to challenge what we do not

understand in order to move forward. Can we change and grow within

our social, political, cultural borders? How can we expand, change, be

better? That is how a leader develops his people. And leaders such as

Deng Xioping and Emperor Meiji did just that.

Global Hist. & Geo. Rating Guide – June ’19 [51] Vol. 2

Document-Based Essay—Practice Paper – D

Change comes from powerful driving forces. In the case of major

countries, the change comes from their leaders. Emperor Meiji and

Kemal Atatürk, leaders of Japan and Turkey respectively,

successfully westernized their nations in a time of necessity.

Japan in the 19th century was not nearly as advanced as the

western countries who moved towards Japan. China had fallen to the

West in the Opium Wars, and Japan feared being next in line to be

conquered. (Document 1) The new Emperor of Japan, Emperor Meiji,

recognized this threat. He decided the best course of action would be to

westernize Japan. Meiji felt the need to be looked upon as equals in

respect to society. Under Meiji’s rule, Japan adopted western fashion,

in hairstyles and clothes; food was changed, allowing meat to be eaten

normally; and the Architecture and Art of the west was adopted,

seeing Victorian styles appear in Japan. (Document 2) These changes

successfully westernized Japan in time for the 20th century.

After World War I, the Ottoman Empire collapsed. The Allies made

the Sykes agreement to divide up former Ottoman territories. Turkey

would remain, fairly undivided. Mustafa Kemal Atatürk, a former

soldier who fought in the Great War, rose to lead Turkey in a time of

need. World War I had shown the need for modernization, and

Atatürk decided he would be the one to do that. Atatürk would

secularize Turkey, exiling the caliph and abolishing the sultanate.

Women would be given more equal rights under Attatürks support.

(Document 5). Without the Sultanate in control, a democratic

government was established. Atatürk recognized that a democracy

would not always work, and would allow the military to intervene if

necessary. (Document 6).

Global Hist. & Geo. Rating Guide – June ’19 [52] Vol. 2

Document-Based Essay—Practice Paper – D

Great changes come from strong leaders. Japan was faced with

potential invasion, but Emperor Meiji westernized to prevent the loss of

Japan. Kemal Attatürk would stablize Turkey, westernizing it after

defeat in World War I. The changes these leaders made changed their

nations for the better.

Global Hist. & Geo. Rating Guide – June ’19 [53] Vol. 2

Document-Based Essay—Practice Paper – E

History has shown that leaders and the governments developed

policies in response to some issues in the past. But these policies

impacted the people and the nearby regions. Two examples of this

would be Deng Xioping and the one child policy, and Empereror Meji

and westernization.

When Deng Xioping was ruling in China, many concerns came up

about the rapidly growing population. Document 7 states, “… growth

of population not only creates difficulties in education and

employment but will overtax the energy, water, water, forest, and other

natural resources aggravate enviomental pollution . . .” This

document is explaining all the ways rapidly growing population can

potentially ruin China. So a policy was passed so that each family

would only raise 1 child, to prevent over populating. But no one

evaluated the negatives of this policy before passing it. Doc 9 says,

“an aging population threatened to weigh down China’s economic

prospects not so much because of shrinking workforce, but because of

shrinking consumer demand.” Document 9 explains that the decrease

in the population is making the economy worse.

Around this time that Emperor Meji was ruling, China was

recently just invaded by the British and the French. And Japan feared

that they could be dominated by foreigners, especially because they

are small and easier to invade. So to prevent that from happening

Emperor Meji westernized Japan. Document 2a says, “. . .soldiers and

civilians fuctionaries wore western style clothes.” And their clothes

wasn’t the only thing they changed. They changed everything, even

things against their culture like eating meat.

In conclusion policy changes everything.

Global Hist. & Geo. Rating Guide – June ’19 [54] Vol. 2

Practice Paper A—Score Level 5

The response:

• Thoroughly develops all aspects of the task evenly and in depth for Emperor Meiji and

westernization and Kemal Atatürk and westernization

• Is more analytical than descriptive (Emperor Meiji: westernized Japan so they would be taken

seriously and treated equally by West; had to change technology to protect country’s

independence and stop foreign domination; meat eating not socially acceptable because of

Buddhist attitudes, but now encouraged; many modern buildings in Japan inspired by

westernization; many citizens accepted westernization and took pride in their country; Kemal

Atatürk: realized only way to create and maintain independent and powerful Turkish state was

to force change; actions established a government that allowed different religions to be tolerated

and coexist; women allowed to advance in law, science, and education without discrimination;

women more readily allowed into w

orkplace and given right to vote; at times army took over

Turkey and tore up Constitution; army acted as independent protector of Atatürk’s ideas)

• Incorporates relevant information from documents 1, 2, 3, 4, 5, and 6

• Incorporates substantial relevant outside information (Emperor Meiji: in 1800s Japan had a

general policy of isolation allowing only China and Dutch to trade through one port city; India

colonized and China lost Opium War that resulted in spheres of influence in China; cultural

diffusion allowed for synchrony between two cultures and advancements in technology and

science; westernization promoted nationalism in Japan helping it to avoid European domination;

Kemal Atatürk: played crucial role in battles such as Gallipoli and only general to go undefeated

in brutal World War I; banned wearing religious clothes and encouraged women to not wear veil

and dress in a Western way)

• Richly supports the theme with many relevant facts, examples, and details (Emperor Meiji:

before Meiji Restoration Japan ruled by shogun; Matthew Perry arrived in Tokyo Bay in 1853;

Western-style clothing and uniforms worn by civil officers, soldiers, and civilians; in 1872

Western dress ordered to be worn for all official ceremonies by men and women; learned to play

Western-style instruments such as piano and adopted Western art and architecture; Kemal

Atatürk: after World War I, Ottoman Empire collapsed and was divided up by Great Britain,

France, Greece, and Italy in Asia Minor; Sultan Mohammed VI forced to abdicate throne;

Turkey recognized as country; modernized and westernized Turkey; 1923 exiled caliph and

separated church and state; created a Parliament but dominated by his Popular Party)

• Demonstrates a logical and clear plan of organization; includes an introduction that is a

restatement of the theme and a

conclusion that states leaders such as Atatürk encouraged

Western ideas and abolished traditional ideas

Conclusion: Overall, the response fits the criteria for Level 5. Interpretive analysis of document

information and substantive relevant historical details establish a good context for the discussion of

the policies of both leaders

but especially for Atatürk. Thoughtful conclusions reflect effective

critical appraisals of the impact of each leader’s policy.

Global Hist. & Geo. Rating Guide – June ’19 [55] Vol. 2

Practice Paper B—Score Level 4

The response:

• Develops all aspects of the task for Emperor Meiji and westernization and Kemal Atatürk and

westernization

• Is both descriptive and analytical (Emperor Meiji: many in Japan felt if China fell so easily to

Western powers then Japan had no hope; under Buddhism, meat-eating looked down upon but

due to Western policies beef became popular; used nationalism to preserve traditional beliefs

while furthering modernization; Japanese factories mixed Western technology with traditional

Japanese ideas of loyalty, discipline, and sacrifice helping lead to rapid development; Kemal

Atatürk: soon after World War I what was left of Ottoman Empire fell to ruin and became a

shell of its former self; knew his nation needed to westernize to compete in modern world; knew

plebiscite would never pass reforms so had to build new Turkey non-democratically)

• Incorporates relevant information from documents 1, 2, 3, 4, 5, and 6

• Incorporates relevant outside information (Emperor Meiji: United States forced Japan to open

up foreign trade; instituted modernization and wes ternization so Japan would not be made a

“western puppet” in Meiji Restoration; sent scholars to learn about Western ideas; government

trained

in European military techniques and use of Western guns and adopted law codes

modeled after France and Germany; Kemal Atatürk: during World War I, Ottoman Empire

fought on side of Central Powers which lost; dictator who forced people to radically change

because he feared if they did not Turkey

would fall to European control)

• Supports the theme with relevant facts, examples, and details (Emperor Meiji: USS Powhatan

landed in Edo Bay on July 8, 1853; modernized government, military, industry, and even

culture; made people get Western-style haircuts; soldiers and political officials wore Western-

style beards and Western uniforms; Japanese buildings

modeled after Western architecture; used

nationalism to raise economic capacity and unite Japanese people; Kemal Atatürk: formed a

nationalist government which made Sultan Mohammed VI abdicate throne; closed religious

courts to separate church and state; abolished sultanate, exiled caliph, and took education away

from clerics; policies supported equal rights for w

omen)

• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion

that discuss reasons leaders adopted policies of westernization even though it meant sacrificing

some of their traditions and values

Conclusion: Overall, the response fits the criteria for Level 4. Most

of the response focuses on

document interpretation and some relevant outside historical information about Japan. The strength

of the response is in the treatment of the comparative element of the decisions of both leaders to

sacrifice traditions and values to help their respective countries.

Global Hist. & Geo. Rating Guide – June ’19 [56] Vol. 2

Practice Paper C—Score Level 3

The response:

• Develops all aspects of the task in some depth for Emperor Meiji and westernization and Deng

Xiaoping and the one-child policy

• Is more descriptive than analytical (Emperor Meiji: when Americans forced Japan to open its

ports to trade it knew something had to be done; believed establishment of Western thought

would help Japan transform so it could compete against foreign powers; cultural openness

encouraged; new interest in imperialism; Deng Xiaoping: instituted policy out of concern for

Chinese society and resources; with such a high expected population, China would most

probably run out of resources putting strains on economy; ever-growing population would have

increased pollution; workforce growing smaller in China which will cause major decrease in

production due to probable shortage of workers)

• Incorporates some relevant information from documents 1, 2, 3, 7, 8, and 9

• Incorporates limited relevant outside information (Emperor Meiji: 19th-century Japan still ruled

by shogunate and customs of rest of world were foreign; after Japanese closed doors to trade in

1600s they feared Western domination and looked up to China; Japanese businesses built

Western-style factories to produce goods for foreign

market; Japan still engaging in cultural

diffusion while maintaining cultural ideals such as Shinto; Deng Xiaoping: human population

impact on our planet being discus sed not only in China but globally as well; non-governmental

organizations such as Greenpeace organized to fight negative human impact on environment)

• Includes some relevant facts, examples, and details (Emperor Meiji: Japan adopted Western

styles and clothing as well as art and architecture; growth of nationalism; Deng Xiaoping: one-

child policy issued because of pressure by already large population; rates of infanticide,

violence against women, and infant abandonment rose dramatically; policy revealed deep

gender bias

in China)

• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that

are beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 3. Some relevant outside information

and some analytic statements support document interpretation and are employed to draw thoughtful

conclusions about the difficulties both leaders faced. The treatment of the policies of both leaders is

satisfactory but lacks supporting facts and details.

Global Hist. & Geo. Rating Guide – June ’19 [57] Vol. 2

Practice Paper D—Score Level 2

The response:

• Minimally develops all aspects of the task

• Is primarily descriptive (Emperor Meiji: Japan in the 19th century was not nearly as advanced

as Western countries who moved toward Japan; China had fallen to West in Opium Wars and

Japan feared it would be next to be conquered; felt need for Japan to be looked upon as equals

with respect to society; some Victorian styles appeared in Japan; Kemal Atatürk: rose to lead

Turkey in time of need; World War I showed need for modernization; secularized Turkey,

exiled caliph, and abolished sultanate; with his support, women given mor e equal rights;

recognized that democracy may not always work and allowed military to intervene if necessary)

• Incorporates limited relevant information from documents 1, 2, 4, 5, and 6

• Presents little relevant outside information (Kemal Atatürk: Sykes agreement

divided up former

Ottoman territories after World War I)

• Includes few relevant facts, examples, and details (Emperor Meiji: Japan adopted Western

fashion in hairstyle and clothes; architecture and art of West adopted; Kemal Atatürk: Ottoman

Empire collapsed after World War I; former soldier who fought in Great War)

• Demonstrates a general

plan of organization; includes an introduction that is a restatement of the

theme and a brief conclusion

Conclusion: Overall, the response fits the criteria for Level 2. A methodical presentation of

information from the documents, and a piece of relevant outside information about Turkey

demonstrate an understanding of the task. General, accurate statements that address the impact of

westernization in both Japan and Turkey are included, but would have benefited from additional

supporting facts and details.

Global Hist. & Geo. Rating Guide – June ’19 [58] Vol. 2

Practice Paper E—Score Level 1

The response:

• Minimally addresses all aspects of the task

• Is descriptive (Deng Xiaoping: rapidly growing population creating difficulties in education and

employment and overtaxing energy, water, forest, and other natural resources; each family

would raise only one child; Emperor Meiji: Japan feared being dominated by foreigners because

they were

smaller and easier to invade than China; changed things that went against culture such

as eating meat)

• Includes minimal information from documents 1, 2, 7, and 9

• Presents no relevant outside information

• Includes few relevant facts, examples, and details (Deng Xiaoping: ruled China; shrinking

workforce and consumer demand; Emperor Meiji: China invaded by British and French;

westernized Japan)

• Demonstrates a general plan of organization; includes an introduction and a one-sentence

conclusion

Conclusion: Overall, the response fits the criteria for Level 1. Brief explanations accompany

document quotations indicating a limited understanding

of the task. All aspects of the task are

mentioned but development is simplistic and lacks details.

Global Hist. & Geo. Rating Guide – June ’19 [59] Vol. 2

Transition Exam in Global History and Geography—Grade 10

Specifications

June 2019

Part I

Multiple-Choice Questions by Standard

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Parts II and III by Theme and Standard

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Scoring information for Part II is found in Volume 1 of the Rating Guide.

Scoring information for Part III is found in Volume 2 of the Rating Guide.

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 assess-

ments. It contains spaces for teachers to respond to several specific questions and to make

suggestions. Instructions for completing the evaluation form are as follows:

1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm

2. Select the test title.

3. Complete the required demographic fields.

4. Complete each evaluation question and provide comments in the space provided.

5. Click the SUBMIT button at the bottom of the page to submit the completed form.

The Chart for Determining the Final Examination Score for the June 2019

Transition Exam in Global History and Geography—Grade 10 will be posted on

the Department’s web site at: http://www.p12.nysed.gov/assessment/

on the day

of the examination. Conversion charts provided for the previous administrations

of the Transition Exam in Global History and Geography must NOT be used to

determine students’ final scores for this administration.

Global Hist. & Geo. Rating Guide – June ’19 Vol. 2