Friendship Central School / Overview



How to use this exam bankThe stimulus based multiple choice questions below are divided into categories based on the New Visions Global History and Geography Curriculum. The stimuli in most cases comes from previous NYS Global History and Geography Regents exams. Some of the questions are from previous Regents exams if they correspond with one of the task models for the new Global II exam. Other questions, where noted, were created by New Visions. The tables questions are presented in the manner depicted below to help educators items their exams and analyze the results. Key:Ans.Correct AnswerC.U.Conceptual Understanding as listed in the NYS K-12 Social Studies FrameworkUnit Exams Used InList of End of Unit Exams that the item is used inStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answers to questions 8 and 9 on the passage below and your knowledge of social studies. “If a seignior (noble) has knocked out the tooth of a seignior of his own rank, they shall knock out his tooth. But if he has knocked out a commoner's tooth, he shall pay one-third mina of silver.”– Code of Hammurabi excerpt from the NYS Global History and Geography Regents Exam8. What type of source does this quote come from?LetterLegal codeNewspaper articleOral history29.1d2NYS RegentsNew Visions9.2Want to contribute?As social studies educators in New York State, we are all in this together, so let’s collaborate! If you would like to share test items you have written with others, please send items to tlent@. We’ll be glad to give you credit for the items you’ve created.Part 1: Stimulus Based Multiple Choice Questions Table of Contents for Global IIClick on the bookmarks below to explore stimulus-based multiple choice questions for each of the following units in the New Visions Global History and Geography CurriculumUnit in NV CurriculumTopic10.1Ottoman EmpireTokugawa Shogunate10.2The EnlightenmentEnlightened DespotsFrench Revolution CausesFrench Revolution Events and DocumentsFrench Revolution, Napoleon and Effects of the French RevolutionLatin American RevolutionsNationalism in Germany and Italy10.3Agricultural RevolutionIndustrial Revolution, Causes in Great BritainIndustrial Revolution, Adam Smith and Laissez Faire EconomicsIndustrial Revolution, Technological InnovationIndustrial Revolution, Urbanization and City LifeIndustrial Revolution, Changes in Manufacturing and Factory LifeMeiji RestorationMarxism and Reform MovementsIrish Potato Famine10.4General ImperialismWhite Man’s BurdenImperialism in IndiaImperialism in ChinaImperialism in Africa10.5Causes of WWIWWI WarfareEffects of WWIRussian Revolution and Early Soviet UnionRise of Totalitarian RulersImperial JapanCauses of WWIIWWII WarfareThe Holocaust10.6Cold War OriginsNATO and Warsaw PactNuclear Proliferation and Arms RaceEnd of the Cold War and Collapse of Soviet Union10.7Independence Movements in India and IndochinaAfrican Independence and Nationalist MovementsApartheid South AfricaNationalism in the Middle EastNationalism in China, Communist Revolution, and Deng Xiaoping10.8Urbanization10.9Innovation in Communications TechnologyGlobalizationGlobal InequityInternational SecurityClick here for HYPERLINK "" \h Global I assessment itemsUnit 10.1- Ottoman EmpireStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answer to the question on the passage and your knowledge of social studies.The power of the [Ottoman] Empire was waning [fading] by 1683 when the second and last attempt was made to conquer Vienna. It failed. Without the conquest of Europe and the acquisition of significant new wealth, the Empire lost momentum and went into a slow decline. Several other factors contributed to the [Ottoman] Empire’s decline: ? Competition from trade from the Americas ? Competition from cheap products from India and the Far East ? Development of other trade routes ? Rising unemployment within the Empire ? Ottoman Empire became less centralised, and central control weakened ? Sultans being less severe in maintaining rigorous standards of integrity in the administration of the Empire ? Sultans becoming less sensitive to public opinionSource: “Ottoman Empire (1301–1922),” BBC online, 2009 (adapted) from the NYS Global History and Geography Regents, June, 2015In which region was the Ottoman Empire located in 1683?Central AmericaSouth AsiaEast AsiaMiddle East410.1a2NYS RegentsNew Visions10.1Base your answer to the question on the passage and your knowledge of social studies.The power of the [Ottoman] Empire was waning [fading] by 1683 when the second and last attempt was made to conquer Vienna. It failed. Without the conquest of Europe and the acquisition of significant new wealth, the Empire lost momentum and went into a slow decline. Several other factors contributed to the [Ottoman] Empire’s decline: ? Competition from trade from the Americas ? Competition from cheap products from India and the Far East ? Development of other trade routes ? Rising unemployment within the Empire ? Ottoman Empire became less centralised, and central control weakened ? Sultans being less severe in maintaining rigorous standards of integrity in the administration of the Empire ? Sultans becoming less sensitive to public opinionSource: “Ottoman Empire (1301–1922),” BBC online, 2009 (adapted) from the NYS Global History and Geography Regents, June, 2015Based on the passage, identify an issue faced by the Ottoman Empire in the 1600s. The empire became too large to govern.Shifts in global trade routesRulers were responsive to the needs of people living in the empire.Increased trade in the empire210.1a17NYS RegentsNew Visions10.1Unit 10.1 Tokugawa ShogunateStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answer to the question on the passage and your knowledge of social studies.The Tokugawa shogunate realized the importance of maintaining contact with distant provinces within Japan. The Tōkaidō was its most important highway....Perhaps the most crucial use of the road was for governmental communication with the provinces. Official messengers traveled by foot, horseback (in wartime), and palanquin [a seat, usually for the wealthy, carried by other people]. The government used a system of relays for messengers, with reliefs at every seven li [3.9 km]. Government messengers had priority over any other type of traveler. They had first access to ferries at river crossings along the way, and could freely pass government road barriers at all times of the day or night. Private citizens were not allowed to travel at night; a series of barriers and checkpoints along the road kept them from doing so….Source: Patricia J. Graham, “The Political and Economic Importance of the Tōkaidō,” Tōkaidō: Adventures on the Road in Old Japan, University of Kansas Spencer Museum of Art (adapted) from the NYS Global History and Geography Regents Exam, January 2012. Which claim is supported by evidence in the passage above? The Tokugawa shogunate benefited from using the Tōkaidō to communicate and govern distant provinces.The Tōkaidō was only used by the government. The Tōkaidō was an important trade route in Japan.There were harsh punishments for private citizens who attempted to use the Tōkaidō at night.110.1a4NYS RegentsNew Visions10.1Base your answer to the question on the passage and your knowledge of social studies.The Tokugawa shogunate realized the importance of maintaining contact with distant provinces within Japan. The Tōkaidō was its most important highway....Perhaps the most crucial use of the road was for governmental communication with the provinces. Official messengers traveled by foot, horseback (in wartime), and palanquin [a covered seat carried by other people]. The government used a system of relays for messengers, with reliefs at every seven li [3.9 km]. Government messengers had priority over any other type of traveler. They had first access to ferries at river crossings along the way, and could freely pass government road barriers at all times of the day or night. Private citizens were not allowed to travel at night; a series of barriers and checkpoints along the road kept them from doing so….Source: Patricia J. Graham, “The Political and Economic Importance of the Tōkaidō,” Tōkaidō: Adventures on the Road in Old Japan, University of Kansas Spencer Museum of Art (adapted) from the NYS Global History and Geography Regents Exam, January 2012. What problem did the Tōkaidō address for the Tokugawa shogunate?Attack by invading armiesRebellions in the countrysideGovernment corruptionMaintaining power over a large area410.1a17NYS RegentsNew Visions10.1Base your answer to the question on the passage and your knowledge of social studies.Edict of 1635 Ordering the Closing of Japan ? Japanese ships are strictly forbidden to leave for foreign countries. ? No Japanese is permitted to go abroad. If there is anyone who attempts to do so secretly, he must be executed. The ship so involved must be impounded and its owner arrested, and the matter must be reported to the higher authority. ? If any Japanese returns from overseas after residing there, he must be put to death. . . . ? Any informer revealing the whereabouts of the followers of padres (Christians) must be rewarded accordingly. If anyone reveals the whereabouts of a high ranking padre, he must be given one hundred pieces of silver. For those of lower ranks, depending on the deed, the reward must be set accordingly. . . .Source: David John Lu, Sources of Japanese History, McGraw-Hill from the NYS Global History and Geography Regents Exam, January 2005.These rules reflect the Japanese policy of (1) totalitarianism (2) appeasement (3) interdependence (4) isolationism 410.1b3NYS RegentsNYS Regents10.1Base your answer to the question on the passage and your knowledge of social studies.Edict of 1635 Ordering the Closing of Japan ? Japanese ships are strictly forbidden to leave for foreign countries. ? No Japanese is permitted to go abroad. If there is anyone who attempts to do so secretly, he must be executed. The ship so involved must be impounded and its owner arrested, and the matter must be reported to the higher authority. ? If any Japanese returns from overseas after residing there, he must be put to death. . . . ? Any informer revealing the whereabouts of the followers of padres (Christians) must be rewarded accordingly. If anyone reveals the whereabouts of a high ranking padre, he must be given one hundred pieces of silver. For those of lower ranks, depending on the deed, the reward must be set accordingly. . . .Source: David John Lu, Sources of Japanese History, McGraw-Hill from the NYS Global History and Geography Regents Exam, January 2005.Which of the following events was a reason the Edict of 1635 Ordering the Closing of Japan was issued?(1) War with China(2) Trade with Europeans(3) The Black Death(4) Korean influence in Japan210.1b7NYS RegentsNew Visions10.1Base your answer to the question on the passage and your knowledge of social studies.Edict of 1635 Ordering the Closing of Japan ? Japanese ships are strictly forbidden to leave for foreign countries. ? No Japanese is permitted to go abroad. If there is anyone who attempts to do so secretly, he must be executed. The ship so involved must be impounded and its owner arrested, and the matter must be reported to the higher authority. ? If any Japanese returns from overseas after residing there, he must be put to death. . . . ? Any informer revealing the whereabouts of the followers of padres (Christians) must be rewarded accordingly. If anyone reveals the whereabouts of a high ranking padre, he must be given one hundred pieces of silver. For those of lower ranks, depending on the deed, the reward must be set accordingly. . . .Source: David John Lu, Sources of Japanese History, McGraw-Hill from the NYS Global History and Geography Regents Exam, January 2005.Identify the best use of this document for a historian.(1) To determine the effects of the Edict of 1635 Ordering the Closing of Japan on merchants(2) To find out how Japanese Christians felt about the Tokugawa shogunate(3) To explore the views of the emperor of Japan towards outsiders in 1635(4) To identify the goods exported by Japanese merchants310.1b1NYS RegentsNew Visions10.1Unit 10.2- The EnlightenmentStimulus and Question Ans.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answer to question __ on the passage below and on your knowledge of social studies. … Nor is there liberty if the power of judging is not separate from legislative power and from executive power. If it were joined to legislative power, the power over the life and liberty of the citizens would be arbitrary, for the judge would be the legislator. If it were joined to executive power, the judge could have the force of an oppressor.… —Montesquieu, The Spirit of the LawsWhich principle is best supported by this excerpt?(1) Separation of Powers(2) Divine Right(3) Universal Suffrage(4) Self Determination110.2a1NYS Regents PrototypeNYS Regents PrototypePractice ExamBase your answer to question __ on the passage below and on your knowledge of social studies. … Nor is there liberty if the power of judging is not separate from legislative power and from executive power. If it were joined to legislative power, the power over the life and liberty of the citizens would be arbitrary, for the judge would be the legislator. If it were joined to executive power, the judge could have the force of an oppressor.… —Montesquieu, The Spirit of the LawsWhich group’s ideas are best supported by this excerpt(1) Enlightened philosophers(2) Absolute Monarchs(3) Communists(4) Missionaries110.2a2NYS Regents PrototypeNYS Regents PrototypePractice ExamBase your answer to question __ on the passage below and on your knowledge of social studies. … Nor is there liberty if the power of judging is not separate from legislative power and from executive power. If it were joined to legislative power, the power over the life and liberty of the citizens would be arbitrary, for the judge would be the legislator. If it were joined to executive power, the judge could have the force of an oppressor.… —Montesquieu, The Spirit of the LawsIn this passage, Montesquieu references(1) enlightened despotism (2) a policy of mercantilism (3) a separation of powers (4) a social contract310.2a4 NYS RegentsNYS Regents10.2Base your answer to question __ on the passage below and on your knowledge of social studies. … Nor is there liberty if the power of judging is not separate from legislative power and from executive power. If it were joined to legislative power, the power over the life and liberty of the citizens would be arbitrary, for the judge would be the legislator. If it were joined to executive power, the judge could have the force of an oppressor.… —Montesquieu, The Spirit of the LawsOne historical development that resulted from the ideas expressed here was theEnd of feudalism French Revolution Glorious Revolution Cultural Revolution 210.2a8 NYS RegentsNew Visions 10.2andPractice ExamBase your answer to question __ on the passage below and on your knowledge of social studies. … Nor is there liberty if the power of judging is not separate from legislative power and from executive power. If it were joined to legislative power, the power over the life and liberty of the citizens would be arbitrary, for the judge would be the legislator. If it were joined to executive power, the judge could have the force of an oppressor.… —Montesquieu, The Spirit of the LawsWhich document did this passage most heavily influence? Edict of 1635 Ordering the Closing of Japan Communist ManifestoDeclaration of Rights of Man and the Citizen Magna Carta 310.2a 6NYS RegentsNew Visions 10.2and Practice ExamBase your answer to question __ on the passage below and on your knowledge of social studies. “If man in the state of nature is free, if he is absolute lord of his own person and possessions, why will he give up his freedom? Why will he put himself under the control of any person or institution? The obvious answer is that rights in the state of nature are constantly exposed to the attack of others. Since every man is equal and since most men do not concern themselves with equity and justice, the enjoyment of rights in the state of nature is unsafe and insecure. Hence each man joins in society with others to preserve his life, liberty, and property.” — John Locke, Two Treatises of Government, 1690 This statement provides support for the (1) elimination of laissez-faire capitalism (2) formation of government based on a social contract (3) continuation of absolute monarchy (4) rejection of the natural rights philosophy210.2a3NYS RegentsNYS Regents10.4Base your answer to question __ on the passage below and on your knowledge of social studies. “If man in the state of nature is free, if he is absolute lord of his own person and possessions, why will he give up his freedom? Why will he put himself under the control of any person or institution? The obvious answer is that rights in the state of nature are constantly exposed to the attack of others. Since every man is equal and since most men do not concern themselves with equity and justice, the enjoyment of rights in the state of nature is unsafe and insecure. Hence each man joins in society with others to preserve his life, liberty, and property.” — John Locke, Two Treatises of Government, 1690 What problem does John Locke identify in this passage? In a state of nature, man is unsafe and insecure Lack of liberty in a direct democracy Lack of employmentConcentration of power by an absolute monarch1 10.2a17NYS RegentsNew Visions10.4Base your answer to question __ on the passage below and on your knowledge of social studies. “If man in the state of nature is free, if he is absolute lord of his own person and possessions, why will he give up his freedom? Why will he put himself under the control of any person or institution? The obvious answer is that rights in the state of nature are constantly exposed to the attack of others. Since every man is equal and since most men do not concern themselves with equity and justice, the enjoyment of rights in the state of nature is unsafe and insecure. Hence each man joins in society with others to preserve his life, liberty, and property.” — John Locke, Two Treatises of Government, 1690 Which of these events was most heavily influenced by the ideas in this passage? Industrial Revolution Napoleon's conquest of Rome Russian Revolution Latin American Revolutions 410.2a6 NYS RegentsNew Visions10.4Base your answer to question __ on the passage below and on your knowledge of social studies. [When] the legislature shall . . . grasp [for] themselves, or put into the hands of any other, an absolute power over their lives, liberties, and estates of the people, . . . they forfeit the power the people had put into their hands for quite contrary ends, and it [passes] to the people, who have a right to resume their original liberty. . . . — John Locke, Two Treatises on Civil Government NYS Global History and Geography Regents Exam, August 2002. Which idea is expressed in this passage? (1) The people should give up their liberty to create an orderly society. (2) People have the right to rebel if their natural rights are denied. (3) Governments should be obeyed regardless of their actions. (4) Liberty can only be guaranteed in a direct democracy.210.2a4NYS RegentsNYS Regents10.4Base your answer to question __ on the passage below and on your knowledge of social studies. [When] the legislature shall . . . grasp [for] themselves, or put into the hands of any other, an absolute power over their lives, liberties, and estates of the people, . . . they forfeit the power the people had put into their hands for quite contrary ends, and it [passes] to the people, who have a right to resume their original liberty. . . . — John Locke, Two Treatises on Civil Government NYS Global History and Geography Regents Exam, August 2002. The ideas in this passage inspired which of the following historical developments?Rise of absolute monarchs Spread of feudalism Rise of representative democraciesSpread of Christianity 3 10.2a6 NYS Regents New Visions 10.4Base your answer to question __ on the passage below and on your knowledge of social studies. [When] the legislature shall . . . grasp [for] themselves, or put into the hands of any other, an absolute power over their lives, liberties, and estates of the people, . . . they forfeit the power the people had put into their hands for quite contrary ends, and it [passes] to the people, who have a right to resume their original liberty. . . . — John Locke, Two Treatises on Civil Government NYS Global History and Geography Regents Exam, August 2002. The Age of Enlightenment represented a turning point from absolute monarchies to Feudalism Representative government Theocracy Communism 210.2 a5NYS Regents New Visions 10.4“When the legislative and executive powers are united in the same person, or in the same body of magistrates [government officials], there can be no liberty; because apprehensions [fears] may arise, lest the same monarch or senate should enact tyrannical laws to execute them in a tyrannical manner. . . .” — Baron de Montesquieu, Spirit of the Laws What problem (issue) does Baron de Montesquieu identify in this passage? Concentration of power Lack of natural rights Technological advancements Direct democracy 1 10.2a17NYS RegentsNew Visions 10.5“When the legislative and executive powers are united in the same person, or in the same body of magistrates [government officials], there can be no liberty; because apprehensions [fears] may arise, lest the same monarch or senate should enact tyrannical laws to execute them in a tyrannical manner. . . .” — Baron de Montesquieu, Spirit of the Laws Which solution would Baron de Montesquieu offer to avoid the enactment of tyrannical laws? (1) granting freedom of speech (2) reinstating absolute monarchies (3) separating the branches of government (4) limiting natural laws3 10.2a18NYS RegentsNYS Regents10.5Unit 10.2- Enlightened DespotsStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answer to question __ on the statements below and on your knowledge of social studies.. . . The Laws ought to be so framed, as to secure the Safety of every Citizen as much as possible. . . . The Equality of the Citizens consists in this; that they should all be subject to the same Laws. . . .- Documents of Catherine the Great, W. F. Reddaway, ed., Cambridge University Press (adapted)These ideas of Catherine the Great of Russia originated during the (1) Age of Exploration (2) Age of Enlightenment (3) Protestant Reformation (4) French Revolution210.2b7 NYS RegentsNYS Regents10.3Base your answer to question __ on the statements below and on your knowledge of social studies.. . . The Laws ought to be so framed, as to secure the Safety of every Citizen as much as possible. . . . The Equality of the Citizens consists in this; that they should all be subject to the same Laws. . . .- Documents of Catherine the Great, W. F. Reddaway, ed., Cambridge University Press (adapted)Which of the following individuals most strongly influenced the ideas in the excerpt of Catherine the Great above? (1) Louis XIV(2) Montesquieu(3) Akbar the Great(4) Genghis Khan210.2b3 NYS RegentsNew Visions10.3Unit 10.2- French Revolution CausesStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answer to question __ on the passage below and on your knowledge of social studies.… We must ask ourselves three questions. 1. What is the Third Estate? Everything.2. What has it been until now in the political order? Nothing. 3. What does it want to be? Something. …— Abbé Sieyès, 1789 (adapted)NYS Global History and Geography Regents Exam, August 2014.Based on this passage, what did the Third Estate want? (1) independence from France (2) more influence in the political system (3) removal of the monarchy (4) freedom of religion in France210.2c4NYS RegentsNYS Regents10.3Base your answers to questions __ and __ on the illustration below and on your knowledge of social studies.Source: The Way We Saw It: ..., Highsmith, Inc., 1998 from the NYS Global History and Geography Regents Exam, August 2002. This drawing illustrates conditions that contributed primarily to the beginning of the (1) Protestant Reformation (2) French Revolution (3) Napoleonic Wars (4) European Renaissance 210.2c7NYS RegentsNYS Regents10.2Base your answers to questions __ and __ on the illustration below and on your knowledge of social studies.Source: The Way We Saw It: ..., Highsmith, Inc., 1998 from the NYS Global History and Geography Regents Exam, August 2002. What the point of view of the author of this drawing?(1) One group paid heavy taxes that supported the other two groups. (2) Hard work, prayer, and a good example allowed for a stable government in France. (3) Peasants and professionals in this society were gaining political and economic power.(4) French society emphasized the importance of natural law and social equality.110.2c4NYS RegentsNYS Regents10.2Base your answer to question _ on the chart below.The Three Estates in Pre-Revolutionary FranceSource: Jackson J. Spielvogel, World History, Glencoe/McGraw-Hill, 2003 (adapted) from the NYS Global History and Geography Regents Exam, January 2007.Based on the information in these graphs, identify one cause of the French Revolution.(1) Over-taxation of the third estate(2) Limited land ownership by the first estate (3) Population decline amongst the second estate (4) Population growth amongst the third estate110.2c7/13NYS RegentsNYS Regents10.7Base your answer to question _ on the chart below.The Three Estates in Pre-Revolutionary FranceSource: Jackson J. Spielvogel, World History, Glencoe/McGraw-Hill, 2003 (adapted) from the NYS Global History and Geography Regents Exam, January 2007.Identify one action taken during the French Revolution to address an issue depicted in these charts.(1) The revolutionaries created the first Communist government. (2) Napoleon named himself emperor of France.(3) Exemptions from taxes for the first and second estates were abolished by the Declaration of the Rights of Man and of the Citizen.(4) King Louis XVI was executed.310.2c8NYS RegentsNYS Regents10.7Unit 10.2- French Revolution Events and DocumentsStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answers to questions __ and __ on the chart below and on your knowledge of social studies.Executions During the Reign of TerrorSource: Dennis Sherman et al., eds., World Civilizations: Sources, Images, and Interpretations, McGraw-Hill (adapted) from the NYS Global History and Geography Regents Exam, August 2006. During which revolution did these executions occur? (1) French (2) Russian (3) Chinese (4) Cuban110.2c2NYS RegentsNYS Regents10.4Base your answers to questions __ and __ on the chart below and on your knowledge of social studies.Executions During the Reign of TerrorSource: Dennis Sherman et al., eds., World Civilizations: Sources, Images, and Interpretations, McGraw-Hill (adapted) from the NYS Global History and Geography Regents Exam, August 2006.Which statement is best supported by information found in this chart? (1) Clergy were spared from the Reign of Terror. (2) The Reign of Terror affected all classes equally. (3) The Reign of Terror crossed social and economic boundaries. (4) Peasants were the most frequent victims of the Reign of Terror310.2c13NYS RegentsNYS Regents10.4Base your answers to questions __ and __ on the chart below and on your knowledge of social studies.Executions During the Reign of TerrorSource: Dennis Sherman et al., eds., World Civilizations: Sources, Images, and Interpretations, McGraw-Hill (adapted) from the NYS Global History and Geography Regents Exam, August 2006.Which of the following historical figures is associated with the historical event depicted in the chart. Louis XIVMaximilien RobespierrePeter the GreatNapoleon Bonaparte210.2c3NYS RegentsNew Visions10.4Base your answers to questions __ and __ on the passage below and on your knowledge of social studies.Declaration of the Rights of Man and the Citizen—1789 Approved by the National Assembly of France, August 26, 1789 Articles: 1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good. 2. The aim of all political association is the preservation of the natural and imprescriptible [inalienable] rights of man. These rights are liberty, property, security, and resistance to oppression. . . . 4. Liberty consists in the freedom to do everything which injures no one else; hence the exercise of the natural rights of each man has no limits except those which assure to the other members of the society the enjoyment of the same rights. These limits can only be determined by law. . . .Source: The Avalon Project at Yale Law School (adapted) from the NYS Global History and Geography Regents Exam, January 2011. Which of the following individuals most strongly influenced the ideas in the excerpt of the Declaration of the Rights of Man and the Citizen above? (1) Louis XIV(2) Montesquieu(3) John Locke(4) Thomas Hobbes310.2c3NYS RegentsNew Visions10.2Base your answers to questions __ and __ on the passage below and on your knowledge of social studies.Declaration of the Rights of Man and the Citizen—1789 Approved by the National Assembly of France, August 26, 1789 Articles: 1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good. 2. The aim of all political association is the preservation of the natural and imprescriptible [inalienable] rights of man. These rights are liberty, property, security, and resistance to oppression. . . . 4. Liberty consists in the freedom to do everything which injures no one else; hence the exercise of the natural rights of each man has no limits except those which assure to the other members of the society the enjoyment of the same rights. These limits can only be determined by law. . . .Source: The Avalon Project at Yale Law School (adapted) from the NYS Global History and Geography Regents Exam, January 2011. Which of the following states the point of view of the authors of the Declaration of the Rights of Man and the Citizen?(1) A government should make laws to protect the natural rights of its citizen. (2) Absolute monarchy is a form of government that guarantees the rights of citizens. (3) Property is a more valuable natural right than security. (4) A government should oppress its people to ensure that they are safe. 110.2c2NYS RegentsNew Visions10.2Base your answers to questions __ and __ on the passage below and on your knowledge of social studies.Declaration of the Rights of Man and the Citizen—1789 Approved by the National Assembly of France, August 26, 1789 Articles: 1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good. 2. The aim of all political association is the preservation of the natural and imprescriptible [inalienable] rights of man. These rights are liberty, property, security, and resistance to oppression. . . . 4. Liberty consists in the freedom to do everything which injures no one else; hence the exercise of the natural rights of each man has no limits except those which assure to the other members of the society the enjoyment of the same rights. These limits can only be determined by law. . . .Source: The Avalon Project at Yale Law School (adapted) from the NYS Global History and Geography Regents Exam, January 2011. Identify the best use of this document for a historian.(1) To determine the actions taken by Louis XVI during his rule of France.(2) To study how Louis XVI granted natural rights to French citizens (3) To evaluate how free and equal the people of France were after the French Revolution(4) To understand the hopes of representatives in the National Assembly of France410.2c1NYS RegentsNew Visions10.2Base your answers to questions __ and __ on the passage below and on your knowledge of social studies.This is an excerpt from a speech given on September 25, 1793 by Maximilien Robespierre to the National Convention justifying measures taken by the Committee of Public Safety.… Individuals are not at issue here; we are concerned with the homeland and principles. I tell you plainly: it is impossible, in this state of affairs, for the Committee to save the state; and if anyone disagrees, I will remind you just how treacherous and extensive is the scheme for bringing us down and dissolving us; how the foreigners and internal enemies have agents paid to execute it; I will remind you that faction is not dead; that it is conspiring from the depths of its dungeons; that the serpents of the Marais [a section of Paris] have not yet all been crushed.… I know we cannot flatter ourselves that we have attained perfection; but holding up a Republic surrounded by enemies, fortifying reason in favour of liberty, destroying prejudice and nullifying individual efforts against the public interest, demand moral and physical strengths that nature has perhaps denied to those who denounce us and those we are fighting.…Source: Maximilien Robespierre, “Extracts from ‘In Defence of the Committee of Public Safety and Against Briez,’” September 25, 1793, in Virtue and Terror, Verso (adapted) from the NYS Global History and Geography Regents Exam, January 2015. During which turning point was the passage above written?Age of ExplorationHaitian RevolutionFrench RevolutionIndustrial Revolution310.2c3NYS RegentsNew Visions10.3Base your answers to questions __ and __ on the passage below and on your knowledge of social studies.This is an excerpt from a speech given on September 25, 1793 by Maximilien Robespierre to the National Convention justifying measures taken by the Committee of Public Safety.… Individuals are not at issue here; we are concerned with the homeland and principles. I tell you plainly: it is impossible, in this state of affairs, for the Committee to save the state; and if anyone disagrees, I will remind you just how treacherous and extensive is the scheme for bringing us down and dissolving us; how the foreigners and internal enemies have agents paid to execute it; I will remind you that faction is not dead; that it is conspiring from the depths of its dungeons; that the serpents of the Marais [a section of Paris] have not yet all been crushed.… I know we cannot flatter ourselves that we have attained perfection; but holding up a Republic surrounded by enemies, fortifying reason in favour of liberty, destroying prejudice and nullifying individual efforts against the public interest, demand moral and physical strengths that nature has perhaps denied to those who denounce us and those we are fighting.…Source: Maximilien Robespierre, “Extracts from ‘In Defence of the Committee of Public Safety and Against Briez,’” September 25, 1793, in Virtue and Terror, Verso (adapted) from the NYS Global History and Geography Regents Exam, January 2015. From Robespierre’s perspective, what was one threat the government of France faced in 1793? Debt from wars with other countriesDivision within France and invaders from other countriesControl by the corrupt King of FranceThe reason and liberty of the people of France210.2c4NYS RegentsNew Visions10.3Base your answers to questions __ and __ on the chart below and on your knowledge of social studies.The French RevolutionDateRuling GovernmentChanges1789-1791National Assembly? Constitutional monarchy established ? Feudalism abolished ? Declaration of the Rights of Man and the Citizen adopted1791- 1792Legislative Assembly? Constitutional monarchy undermined ? Mob forced king to flee to the safety of the Legislative Assembly ? War declared against Austria and Prussia1792- 1795The First Republic and The Convention? France declared a Republic (Sept. 1792) ? France ruled by Committee of Public Safety ? Radicals (Jacobins) overcame moderates (Girondins) ? Terror used to execute “enemies of the regime” ? Robespierre executed1795- 1799The Directory? Five directors ruled as executive ? Coups d’état attempted by radical and conservative forces ? Napoleon overthrew the government in a coup d’état (Nov. 1799)Source: NYS Global History and Geography Regents Exam, January 2007.Which of the following claims is supported by evidence from the chart?France remained a Constitutional Monarchy throughout the French Revolution.Robespierre ruled France during most of the revolution.The French revolutionaries struggled to realize the ideals that helped start the revolution.Napoleon influenced events throughout the course of the French Revolution.310.2c4NYS RegentsNew Visions10.3Base your answers to questions __ and __ on the chart below and on your knowledge of social studies.The French RevolutionDateRuling GovernmentChanges1789-1791National Assembly? Constitutional monarchy established ? Feudalism abolished ? Declaration of the Rights of Man and the Citizen adopted1791- 1792Legislative Assembly? Constitutional monarchy undermined ? Mob forced king to flee to the safety of the Legislative Assembly ? War declared against Austria and Prussia1792- 1795The First Republic and The Convention? France declared a Republic (Sept. 1792) ? France ruled by Committee of Public Safety ? Radicals (Jacobins) overcame moderates (Girondins) ? Terror used to execute “enemies of the regime” ? Robespierre executed1795- 1799The Directory? Five directors ruled as executive ? Coups d’état attempted by radical and conservative forces ? Napoleon overthrew the government in a coup d’état (Nov. 1799)Source: NYS Global History and Geography Regents Exam, January 2007.Identify a central cause of the events that took place in the chart. The establishment of direct democracy in FranceAn unequal distribution of wealth and power in French societyThe conversion of the French king from Catholic to Protestant ChristianityThe Napoleonic Wars210.2c7NYS RegentsNew Visions10.3Base your answers to questions 1 and 2 on the passage below and on your knowledge of social studies.The Law of SuspectsThis law, passed on 17 September 1793 [by Robespierre and the National Convention], authorized the creation of revolutionary tribunals to try those suspected of treason against the Republic and to punish those convicted with death. This legislation in effect made the penal justice system into the enforcement arm of the revolutionary government, which would now set as its primary responsibility not only the maintenance of public order but also the much more difficult and controversial task of identifying internal enemies of the Republic—such as “profiteers” who violated the Maximum [decree to fix prices]—and then removing them from the citizenry, where they might subvert [sabotage] the general will.…Source: Liberty, Equality, Fraternity: Exploring the French Revolution, online site, a collaboration of the Roy Rosenzweig Center for History and New Media and the American Social History Project from the NYS Global History and Geography Regents Exam, January 2015. 1. During which event was the Law of Suspects created?Establishment of the Estates SystemHaitian RevolutionNapoleonic WarsReign of Terror410.2c3NYS RegentsNew Visions10.6Base your answers to questions 1 and 2 on the passage below and on your knowledge of social studies.The Law of SuspectsThis law, passed on 17 September 1793 [by Robespierre and the National Convention], authorized the creation of revolutionary tribunals to try those suspected of treason against the Republic and to punish those convicted with death. This legislation in effect made the penal justice system into the enforcement arm of the revolutionary government, which would now set as its primary responsibility not only the maintenance of public order but also the much more difficult and controversial task of identifying internal enemies of the Republic—such as “profiteers” who violated the Maximum [decree to fix prices]—and then removing them from the citizenry, where they might subvert [sabotage] the general will.…Source: Liberty, Equality, Fraternity: Exploring the French Revolution, online site, a collaboration of the Roy Rosenzweig Center for History and New Media and the American Social History Project from the NYS Global History and Geography Regents Exam, January 2015. 2. According to this document, in what way did the Law of Suspects address the threats against the government?It gave the government the power to prosecute and execute those it saw as opponents to its rule.It provided the king with all powers in the government.It created a system for choosing a jury during a trial.It provided the military with extra funding to fight wars against invading armies.110.2c18NYS RegentsNew Visions10.6Base your answers to questions 1 and 2 on the passage below and on your knowledge of social studies.Declaration of the Rights of Man and the Citizen—1789 Approved by the National Assembly of France, August 26, 1789 Articles: 1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good. 2. The aim of all political association is the preservation of the natural and imprescriptible [inalienable] rights of man. These rights are liberty, property, security, and resistance to oppression. . . . 4. Liberty consists in the freedom to do everything which injures no one else; hence the exercise of the natural rights of each man has no limits except those which assure to the other members of the society the enjoyment of the same rights. These limits can only be determined by law. . . .Source: The Avalon Project at Yale Law School (adapted) from the NYS Global History and Geography Regents Exam, January 2011. Source Type: Government DocumentQuestion C.U.Task Model QuestionAuthorExams Used In1. With which turning point is the Declaration of the Rights of Man and the Citizen most associated? (1) Cuban Revolution(2) Russian Revolution(3) Chinese Communist Revolution(4) French Revolution10.2c5New Visions10.92. Which of the following groups most directly influenced the ideas in the Declaration of the Rights of Man and the Citizen?CommunistsFactory OwnersEnlightenment ThinkersImperialists10.2c9New Visions10.9Unit 10.2- French Revolution, Napoleon and Effects of the French RevolutionStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answers to questions __ and __ on the map below and on your knowledge of social studies.Source: Peiser and Serber, Our World, AMSCO (adapted) from the NYS Global History and Geography Regents Exam, January 2005.Based on this map, identify a political impact of Napoleon’s conquests in Europe. The French empire directly or indirectly controlled most of western EuropeThe French empire lost colonies France controlled SicilyNapoleon’s empire grew through peaceful treaties with neighboring powers. 110.2c13NYS RegentsNew Visions 10.2Base your answers to questions __ and __ on the map below and on your knowledge of social studies.Source: Peiser and Serber, Our World, AMSCO (adapted) from the NYS Global History and Geography Regents Exam, January 2005Which event occurred after the circumstances illustrated in this map? The Age of Enlightenment Fall of the Roman Empire Congress of Vienna National Assembly meets for the first time 310.2c16NYS RegentsNew Visions 10.2Base your answers to questions __ and __ on the passage below and on your knowledge of social studies.. . . Even in places such as Holland, Germany, Switzerland, Italy, and Illyria, where the Code [Napoléon] did not outlive the Empire, it made a strong imprint on the civil laws of the region. Abolition of the Code brought such confusion and chaos in certain countries that they returned to it. In the Italian peninsula, for example, the Two Sicilies in 1812 and Parma, Modena, and Sardinia later adopted codes derived from the Code Napoléon. The code of the Kingdom of Italy, adopted in 1864, likewise had its source in the Napoleonic Code. The Belgians, who were incorporated in the Kingdom of the Netherlands from 1815 to 1830, fought so strongly for the Napoleonic Code that, even after they had broken away, Holland in 1838 adopted a code based on Napoleon’s. The Code Napoléon so impressed governments, even those which did not adopt it, that the 19th century became the great century of legal codification. In addition to the countries mentioned above, Austria, Portugal, Spain, Germany, and Turkey all adopted civil codes. But that of Napoleon easily predominates in the civil-law, as opposed to common-law, world. . . . The Code contributed greatly to Napoleon’s achievement of helping France turn away from the past. It cemented the ideas of freedom of person and of contract (including the right to enter any occupation), equality of all Frenchmen, and freedom of civil society from ecclesiastical [religious] control. As the first truly modern code of laws, the Code Napoléon for the first time in modern history gave a nation a unified system of law applicable to all citizens without distinction. By providing uniformity of laws it further promoted the national unity fostered by the Revolution. Its entire outlook gave a further impulse to the rise of the bourgeoisie. A threatened disintegration of the family under the Convention and Directory was sharply halted, and the family once again became the most important social institution. . . .Source: Robert B. Holtman, The Napoleonic Revolution, J.B. Lippincott from the NYS Global History and Geography Regents Exam, January 2005. According to this passage, why was the Napoleonic code a major turning point in history? Many countries began to adopt civil codesMany nation states transitioned from an absolute monarchy to a democracy Many nations began to guarantee freedom of speech European nation states became modernized110.2c5NYS RegentsNew Visions 10.3Base your answers to questions __ and __ on the passage below and on your knowledge of social studies.. . . Even in places such as Holland, Germany, Switzerland, Italy, and Illyria, where the Code [Napoléon] did not outlive the Empire, it made a strong imprint on the civil laws of the region. Abolition of the Code brought such confusion and chaos in certain countries that they returned to it. In the Italian peninsula, for example, the Two Sicilies in 1812 and Parma, Modena, and Sardinia later adopted codes derived from the Code Napoléon. The code of the Kingdom of Italy, adopted in 1864, likewise had its source in the Napoleonic Code. The Belgians, who were incorporated in the Kingdom of the Netherlands from 1815 to 1830, fought so strongly for the Napoleonic Code that, even after they had broken away, Holland in 1838 adopted a code based on Napoleon’s. The Code Napoléon so impressed governments, even those which did not adopt it, that the 19th century became the great century of legal codification. In addition to the countries mentioned above, Austria, Portugal, Spain, Germany, and Turkey all adopted civil codes. But that of Napoleon easily predominates in the civil-law, as opposed to common-law, world. . . . The Code contributed greatly to Napoleon’s achievement of helping France turn away from the past. It cemented the ideas of freedom of person and of contract (including the right to enter any occupation), equality of all Frenchmen, and freedom of civil society from ecclesiastical [religious] control. As the first truly modern code of laws, the Code Napoléon for the first time in modern history gave a nation a unified system of law applicable to all citizens without distinction. By providing uniformity of laws it further promoted the national unity fostered by the Revolution. Its entire outlook gave a further impulse to the rise of the bourgeoisie. A threatened disintegration of the family under the Convention and Directory was sharply halted, and the family once again became the most important social institution. . . .Source: Robert B. Holtman, The Napoleonic Revolution, J.B. Lippincott from the NYS Global History and Geography Regents Exam, January 2005.Which historical development most influenced the widespread adoption of the Napoleonic Code? Age of Enlightenment Industrial Revolution Haitian Revolution Scientific Revolution 110.2c7NYS Regents New Visions 10.3Base your answers to questions __ and __ on the passage below and on your knowledge of social studies.. . . The plans and ambitions of Napoleon Bonaparte, however, did inspire the Latin Americans, although hardly in a way Napoleon expected. The French dictator invaded Spain in 1808, forced the king to abdicate [give up the throne], and presented the Spanish crown to his brother Joseph. At a stroke, Spanish America became part of the Bonaparte family empire. (A few months earlier, Napoleon had invaded Portugal, and the Portuguese royal family had fled to its colony of Brazil.) Spanish Americans reacted sharply against this French usurper. They refused to accept Joseph Bonaparte as their king, affirmed [declared] their loyalty to the Spanish House of Bourbon, and seized control of their local governments. But almost from the beginning, the rebellion against Napoleon turned into a revolution for complete independence. There could be no turning back to the old system. . . .Source: Robert J. Alexander, Latin America, Scholastic Book Services from the NYS Global History and Geography Regents Exam, January 2005.According to this passage, what effect did Napoleon’s invasion of Spain have on Latin America? Latin American nations began to fight for independence Latin American nations united under Spanish rule Latin American nations became absolute monarchies Latin American nations legalized slavery 110.2c8NYS RegentsNew Visions 10.4Base your answers to questions __ and __ on the passage below and on your knowledge of social studies.. . . The plans and ambitions of Napoleon Bonaparte, however, did inspire the Latin Americans, although hardly in a way Napoleon expected. The French dictator invaded Spain in 1808, forced the king to abdicate [give up the throne], and presented the Spanish crown to his brother Joseph. At a stroke, Spanish America became part of the Bonaparte family empire. (A few months earlier, Napoleon had invaded Portugal, and the Portuguese royal family had fled to its colony of Brazil.) Spanish Americans reacted sharply against this French usurper. They refused to accept Joseph Bonaparte as their king, affirmed [declared] their loyalty to the Spanish House of Bourbon, and seized control of their local governments. But almost from the beginning, the rebellion against Napoleon turned into a revolution for complete independence. There could be no turning back to the old system. . . .Source: Robert J. Alexander, Latin America, Scholastic Book Services from the NYS Global History and Geography Regents Exam, January 2005.Who became an important historical figure as a result of the developments described in the excerpt above?Simón Bol?varMaximilien RobespierreOtto Von BismarckCamillo Cavour110.2c8 NYS Regents New Visions 10.4Unit 10.2- Latin American RevolutionsStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answers to questions __ and __ on the maps below and on your knowledge of social studies.Based on a comparison of these maps of South America, which conclusion is accurate? (1) Many regions of South America gained their independence between 1790 and 1828. (2) All of South America was independent by 1828. (3) Spain continued to gain South American colonies in the 19th century. (4) Between 1790 and 1828, South American political boundaries remained unchanged except for Brazil110.2c13NYS RegentsNYS Regents10.2Base your answers to questions __ and __ on the maps below and on your knowledge of social studies.Which individual is most closely associated with the changes indicated on these maps? (1) Emiliano Zapata (2) Simón Bolívar (3) Porfirio Díaz (4) Pancho Villa210.2c3NYS RegentsNYS Regents10.2Base your answers to questions __ and __ on the passage below and on your knowledge of social studies.August 29, 1793 Brothers and friends. I am Toussaint L’Ouverture, my name is perhaps known to you. I have undertaken vengeance. I want Liberty and Equality to reign in San Domingo. I work to bring them into existence. Unite yourselves to us, brothers, and fight with us for the same cause, etc. . . .Source: C. L. R. James, Lettres de Toussaint L’Ouverture, The Black Jacobins, The Dial Press (adapted) from the NYS Global History and Geography Regents Exam, January 2009. Which statement describes the author’s purpose for writing this letter?To propose peace terms to the FrenchTo inspire a rebellionTo document his thoughts for personal reflectionTo gather support for the French210.2c2NYS RegentsNew Visions10.5Base your answers to questions __ and __ on the passage below and on your knowledge of social studies.August 29, 1793 Brothers and friends. I am Toussaint L’Ouverture, my name is perhaps known to you. I have undertaken vengeance. I want Liberty and Equality to reign in San Domingo. I work to bring them into existence. Unite yourselves to us, brothers, and fight with us for the same cause, etc. . . .Source: C. L. R. James, Lettres de Toussaint L’Ouverture, The Black Jacobins, The Dial Press (adapted) from the NYS Global History and Geography Regents Exam, January 2009. Identify one effect of Toussaint L’Ouverture’s letter.The establishment of the independent nation of HaitiIndependence from SpainSimon Bolivar was made president of the countrySan Domino became the most profitable French colony 110.2c8NYS RegentsNew Visions 10.5Base your answer to question 3 on the passage below and on your knowledge of social studies.C. L. R. James has stated that the success of the Haitian Revolution was almost entirely the result of the leadership of Toussaint L’Ouverture. . . The work of Toussaint, Dessalines, Christophe, and Pétion endures in Hayti [Haiti], but what they did went far, far beyond the boundaries of the island. The Haytian revolution has had a profound influence on the history of the nineteenth century. . . . Hayti gave the impulse to and subsidised [supported] the first national revolutions in Spanish America. When the Spanish American colonies saw that such a small and weak community could win and keep its freedom, they took courage to fight for their own emancipation from European imperialism. In dark days, Bolivar the Liberator, ill and in distress, was welcomed by Pétion, nursed to health and given courage to lead the struggling nationalities against Spain. He failed and returned to Hayti. He was once again befriended. Pétion supplied him with arms, munitions, men, money, and printing material, and thus fortified he left Hayti to begin the campaign which ended in the emancipation of the Five States. Pétion asked nothing in return but the freedom of the slaves. . . .Source: C. L. R. James, The Black Jacobins, The Dial Press from the NYS Global History and Geography Regents Exam, January 2009. 3. What is one way that the work of Toussaint L’Ouverture and his successors influenced global history according to C. L. R. James? Discouraged Spanish colonies from fighting for emancipationConvinced European imperialists to acquire more colonies Inspired Spanish colonies to fight against European imperialism Damaged the reputation Haitian Revolution leaders 310.2c3NYS RegentsNYS Regents/New Visions10.6Unit 10.2- Nationalism in Germany and ItalyStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answers to questions __ and __ on the passage below and on your knowledge of social studies.“Not by democracy or liberal standards will our goal be achieved but by blood and iron. Then we will be successful, no nation is born without the traumatic experience of war.” —Otto von Bismarck This statement was used to justify a policy of (1) ethnocentrism (2) militarism (3) containment(4) appeasement210.2d4NYS RegentsNew Visions10.3Base your answers to questions __ and __ on the passage below and on your knowledge of social studies.“Not by democracy or liberal standards will our goal be achieved but by blood and iron. Then we will be successful, no nation is born without the traumatic experience of war.” —Otto von Bismarck This statement is most closely associated with German (1) nationalism(2) democracy(3) isolationism(4) Christianity110.2d4NYS RegentsNew Visions10.3Base your answers to questions __ and __ on the passage below and on your knowledge of social studies.. . . Therefore, if we so ardently desire the emancipation [unification] of Italy — if we declare that in the face of this great question all the petty questions that divide us must be silenced— it is not only that we may see our country glorious and powerful but that above all we may elevate her in intelligence and moral development up to the plane of the most civilized nations. . . .Source: Camillo di Cavour, 1846 from the NYS Global History and Geography Regents Exam, August 2003. This quotation from Camillo di Cavour is most closely associated with Italian (1) exploration (2) nationalism(3) imperialism (4) neutrality210.2d4NYS RegentsNew Visions10.4Base your answers to questions __ and __ on the passage below and on your knowledge of social studies.. . . Therefore, if we so ardently desire the emancipation [unification] of Italy — if we declare that in the face of this great question all the petty questions that divide us must be silenced— it is not only that we may see our country glorious and powerful but that above all we may elevate her in intelligence and moral development up to the plane of the most civilized nations. . . .Source: Camillo di Cavour, 1846 from the NYS Global History and Geography Regents Exam, August 2003. According to Camillo di Cavour, what would be one positive result of Italian unification?Italians could answer petty questions.Italy would defeat Germany.Italy would silence other nations. Italy would become respected by other nations.410.2d4NYS RegentsNew Visions10.4Unit 10.3- Agricultural RevolutionStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answers to questions __ and __ on the passage below and on your knowledge of social studies.The Agricultural Revolution in Britain. . . For a century and a half, from 1688 to 1832, the British government was substantially in the hands of [well-to-do] landowners—the “squirearchy” or “gentlemen of England.” The result was a thorough transformation of farming, an Agricultural Revolution without which the Industrial Revolution could not have occurred. Many landowners, seeking to increase their money incomes, began experimenting with improved methods of cultivation and stock raising. They made more use of fertilizers (mainly animal manure); they introduced new implements (such as the drill seeder and horse-hoe); they brought in new crops, such as turnips, and a more scientific system of crop rotation; they attempted to breed larger sheep and fatter cattle. An improving landlord, to introduce such changes successfully, needed full control over his land. He saw a mere barrier to progress in the old village system of open fields, common lands, and semicollective methods of cultivation. Improvement also required an investment of capital, which was impossible so long as the soil was tilled by numerous poor and custom-bound small farmers. . . . Source: R. R. Palmer, et al., A History of the Modern World, 9th edition, McGraw-Hill from the NYS Global History and Geography Regents Exam, January 2010.Identify one change in the methods of food production that occurred during the Agricultural Revolution in Britain, according to the authors of A History of the Modern World. New technology to increase efficiencyUse of the open field systemEven distribution of farmland to small farmersBreeding more smaller sheep110.3a4NYS RegentsNew Visions10.3Base your answers to questions __ and __ on the passage below and on your knowledge of social studies.The Agricultural Revolution in Britain. . . For a century and a half, from 1688 to 1832, the British government was substantially in the hands of [well-to-do] landowners—the “squirearchy” or “gentlemen of England.” The result was a thorough transformation of farming, an Agricultural Revolution without which the Industrial Revolution could not have occurred. Many landowners, seeking to increase their money incomes, began experimenting with improved methods of cultivation and stock raising. They made more use of fertilizers (mainly animal manure); they introduced new implements (such as the drill seeder and horse-hoe); they brought in new crops, such as turnips, and a more scientific system of crop rotation; they attempted to breed larger sheep and fatter cattle. An improving landlord, to introduce such changes successfully, needed full control over his land. He saw a mere barrier to progress in the old village system of open fields, common lands, and semicollective methods of cultivation. Improvement also required an investment of capital, which was impossible so long as the soil was tilled by numerous poor and custom-bound small farmers. . . . Source: R. R. Palmer, et al., A History of the Modern World, 9th edition, McGraw-Hill from the NYS Global History and Geography Regents Exam, January 2010.Identify one effect of the actions taken by wealthy landowners described in the passage. Decrease in the amount of food produced on farms in EnglandEnclosure Acts and consolidation of small farms into large ones owned by a few farmersWealthy landowners lost the money they invested in farming innovationsSmall farmers gained power in Parliament210.3a8NYS RegentsNew Visions10.3Unit 10.3- Industrial Revolution, Causes in Great BritainStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answer to question __ on the map below and on your knowledge of social studies.Source: Beers, World History: Patterns of Civilization, 1983 (adapted) from the NYS Global History and Geography Regents Exam, June 2005. Which conclusion is best supported by the information on the map? (1) England’s natural resources led to the growth of industrial cities. (2) In 1830, England had an unfavorable balance of trade. (3) Great Britain’s prosperity unified the people. (4) People emigrated from Great Britain because of pollution.110.3b13NYS RegentsNYS Regents10.3Base your answer to question __ on the map below and on your knowledge of social studies.Source: Beers, World History: Patterns of Civilization, 1983 (adapted) from the NYS Global History and Geography Regents Exam, June 2005. Identify one cause of the historical development depicted in the map. (1) Socialist organizations promised land and a good wage to those who moved to industrial cities.(2) The British government paid people to move to cities. (3) Agricultural innovations made it easier for farmers to hire more people. (4) Coal powered steam engines powered factories that employed many people in England. 410.3b7NYS RegentsNew Visions10.3Base your answer to question __ on the map below and on your knowledge of social studies.Source: Beers, World History: Patterns of Civilization, 1983 (adapted) from the NYS Global History and Geography Regents Exam, June 2005. Identify one effect of the historical development depicted in the map. (1) The Glorious Revolution(2) Overcrowded and polluted cities(3) Higher employment for farmers(4) England invaded France210.3b8NYS RegentsNew Visions10.3Base your answer to question __ on the passage below and on your knowledge of social studies.In comparing the advantages of England for manufactures with those of other countries, we can by no means overlook the excellent commercial position of the country — intermediate between the north and south of Europe; and its insular situation [island location], which, combined with the command of the seas, secures our territory from invasion or annoyance. The German ocean, the Baltic, and the Mediterranean are the regular highways for our ships; and our western ports command an unobstructed [clear] passage to the Atlantic, and to every quarter [part] of the world.Source: Edward Baines, History of the Cotton Manufacture in Great Britain, A.M. Kelly from the NYS Global History and Geography Regents Exam, January 2003.Based on this document, identify one advantage of England’s geographic context. England is in the Mediterranean Sea.England is an island located near trade routes.England is a part of mainland Europe.England has highways for transporting goods overland.210.3b4NYS RegentsNew Visions10.4Base your answer to question __ on the passage below and on your knowledge of social studies.In comparing the advantages of England for manufactures with those of other countries, we can by no means overlook the excellent commercial position of the country — intermediate between the north and south of Europe; and its insular situation [island location], which, combined with the command of the seas, secures our territory from invasion or annoyance. The German ocean, the Baltic, and the Mediterranean are the regular highways for our ships; and our western ports command an unobstructed [clear] passage to the Atlantic, and to every quarter [part] of the world.Source: Edward Baines, History of the Cotton Manufacture in Great Britain, A.M. Kelly from the NYS Global History and Geography Regents Exam, January 2003.Identify one effect of England's geographic context as described in the passage. The French RevolutionThe Protestant ReformationThe Industrial RevolutionThe Parliamentary System310.3b8NYS RegentsNew Visions10.4Unit 10.3- Industrial Revolution, Adam Smith and Laissez Faire EconomicsStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answer to question __ on the passage below and on your knowledge of social studies.The Wealth of Nations carries the important message of laissez faire, which means that the government should intervene as little as possible in economic affairs and leave the market to its own devices. It advocates the liberation of economic production from all limiting regulation in order to benefit the people . . .Source: Introduction to a re-publication of Adam Smith’s The Wealth of Nations likely written by Martin Perry in 2013 from the NYS Global History and Geography Regents Exam, January 2013. According to Martin Perry, what role did Adam Smith believe the government should play in the economy?The government should regulate businesses to make sure they use safe practices.The government should restrict which businesses are allowed to open.The government should make very few laws that affect businesses.The government should play a role in helping businesses make as much money as possible.310.3b4NYS RegentsNew Visions10.3Base your answer to question __ on the passage below and on your knowledge of social studies.The Wealth of Nations carries the important message of laissez faire, which means that the government should intervene as little as possible in economic affairs and leave the market to its own devices. It advocates the liberation of economic production from all limiting regulation in order to benefit the people . . .Source: Introduction to a re-publication of Adam Smith’s The Wealth of Nations likely written by Martin Perry in 2013 from the NYS Global History and Geography Regents Exam, January 2013. Which of the following effects did Adam Smith’s ideas have in England in the 18th and 19th centuries?Workers unionized for better ernments passed laws to prevent child labor.Theorists predicted that the population would outgrow the nation’s food supply.Industrial leaders gained in wealth and power.410.3b8NYS RegentsNew Visions10.3Unit 10.3- Industrial Revolution, Technological InnovationStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answer to question __ on the passage below and on your knowledge of social studies.. . . Steam-engines furnish the means not only of their support but of their multiplication. They create a vast demand for fuel; and, while they lend their powerful arms to drain the pits and to raise the coals, they call into employment multitudes of miners, engineers, ship-builders, and sailors, and cause the construction of canals and railways: and, while they enable these rich fields of industry to be cultivated to the utmost, they leave thousands of fine arable fields free for the production of food to man, which must have been otherwise allotted to the food of horses. Steam-engines moreover, by the cheapness and steadiness of their action, fabricate [produce] cheap goods, and procure [acquire] in their exchange a liberal supply of the necessaries and comforts of life, produced in foreign lands. . . .Source: Andrew Ure, The Philosophy of Manufactures: or, an Exposition of the Scientific, Moral, and Commercial Economy of the Factory System of Great Britain, published in 1835. From A. M. Kelley from the NYS Global History and Geography Regents Exam, June 2006.According to Andrew Ure, what was one effect of the use of steam engines in the 19th century? Greater employmentSlowed industrial growthAn increase in the price of goodsFood scarcity110.3c8NYS RegentsNew Visions10.4Base your answer to question __ on the passage below and on your knowledge of social studies.. . . Steam-engines furnish the means not only of their support but of their multiplication. They create a vast demand for fuel; and, while they lend their powerful arms to drain the pits and to raise the coals, they call into employment multitudes of miners, engineers, ship-builders, and sailors, and cause the construction of canals and railways: and, while they enable these rich fields of industry to be cultivated to the utmost, they leave thousands of fine arable fields free for the production of food to man, which must have been otherwise allotted to the food of horses. Steam-engines moreover, by the cheapness and steadiness of their action, fabricate [produce] cheap goods, and procure [acquire] in their exchange a liberal supply of the necessaries and comforts of life, produced in foreign lands. . . .Source: Andrew Ure, The Philosophy of Manufactures: or, an Exposition of the Scientific, Moral, and Commercial Economy of the Factory System of Great Britain, published in 1835. From A. M. Kelley from the NYS Global History and Geography Regents Exam, June 2006.What is Andrew Ure’s point of view regarding steam engines? Steam engines do more harm than good because of pollution. Steam engines could lead to conflict with other countries.Steam engines benefit society because they lead to industrial growth and improvements in the quality of life.Steam engines lead to poorly made goods. 310.3c2NYS RegentsNew Visions10.4Unit 10.3- Industrial Revolution, Urbanization and City LifeStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answers to questions __ and __ on the passage below and on your knowledge of social studies. “It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it; but as matters stood it was a town of unnatural red and black like the painted face of a savage. It was a town of machinery and tall chimneys, out of which interminable serpents of smoke trailed themselves for ever and ever, and never got uncoiled. It had a black canal in it, and a river that ran purple with illsmelling dye. . . .” — Charles Dickens, Hard Times The author of this passage is describing conditions caused by the (1) Commercial Revolution (2) French Revolution (3) Industrial Revolution (4) Scientific Revolution 310.3c3NYS RegentsNYS Regents10.3Base your answers to questions __ and __ on the passage below and on your knowledge of social studies. “It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it; but as matters stood it was a town of unnatural red and black like the painted face of a savage. It was a town of machinery and tall chimneys, out of which interminable serpents of smoke trailed themselves for ever and ever, and never got uncoiled. It had a black canal in it, and a river that ran purple with illsmelling dye. . . .” — Charles Dickens, Hard Times Which innovation most directly contributed to the conditions described in the passage?(1) Printing press(2) Crop rotation(3) Seed drill(4) Steam engine410.3c7NYS RegentsNew Visions10.3Base your answers to questions __ and __ on the passage below and on your knowledge of social studies. “It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it; but as matters stood it was a town of unnatural red and black like the painted face of a savage. It was a town of machinery and tall chimneys, out of which interminable serpents of smoke trailed themselves for ever and ever, and never got uncoiled. It had a black canal in it, and a river that ran purple with illsmelling dye. . . .” — Charles Dickens, Hard Times Which problem is the subject of this passage? (1) economic inequality (2) urban pollution (3) lack of child labor laws (4) poor transportation systems210.3c17NYS RegentsNYS Regents10.3 “. . . A place more destitute of all interesting objects than Manchester, it is not easy to conceive. In size and population it is the second city in the kingdom, containing above fourscore thousand [80,000] inhabitants. Imagine this multitude crowded together in narrow streets, the houses all built of brick and blackened with smoke; frequent buildings among them as large as convents, without their antiquity, without their beauty, without their holiness; where you hear from within, as you pass along, the everlasting din of machinery; and where when the bell rings it is to call wretches to their work instead of their prayers, . . . ” — Robert J. Southey, Letters from England, 1807What is Robert J. Southey’s point of view of Manchester, England in 1807?(1) Urbanization has improved the lives of those living in Manchester.(2) Government intervention can solve Manchester’s issues.(3) An increase in factories in Manchester has decreased the quality of life for people who live there.(4) The minimum wage should be raised for factory workers in Manchester.310.3c2NYS RegentsNew Visions10.5 “. . . A place more destitute of all interesting objects than Manchester, it is not easy to conceive. In size and population it is the second city in the kingdom, containing above fourscore thousand [80,000] inhabitants. Imagine this multitude crowded together in narrow streets, the houses all built of brick and blackened with smoke; frequent buildings among them as large as convents, without their antiquity, without their beauty, without their holiness; where you hear from within, as you pass along, the everlasting din of machinery; and where when the bell rings it is to call wretches to their work instead of their prayers, . . . ” — Robert J. Southey, Letters from England, 1807The conditions described in this passage occurred during the (1) Age of Discovery (2) Renaissance (3) Industrial Revolution (4) Green Revolution10.3cNYS RegentsNYS Regents10.5Unit 10.3- Industrial Revolution, Changes in Manufacturing and Factory LifeStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used in“I don’t know how old I am. . . . I began to work when I was about 9. I first worked for a man who used to hit me with a belt. . . . I used to sleep in the pits that had no more coal in them; I used to eat whatever I could get; I ate for a long time the candles that I found in the pits. . . .” — E. Royston Pike, 1896, adapted from Hard Times, Human Documents of the Industrial Revolution from the NYS Global History and Geography Regents Exam, June 2002. What was one thing that happened in response to the conditions described in this passage? (1) Marx wrote The Communist Manifesto (2) Garibaldi organized the Red Shirts (3) Charles Darwin developed The Origin of the Species (4) Atatürk joined the Young Turks110.3c8NYS RegentsNYS Regents10.3“I don’t know how old I am. . . . I began to work when I was about 9. I first worked for a man who used to hit me with a belt. . . . I used to sleep in the pits that had no more coal in them; I used to eat whatever I could get; I ate for a long time the candles that I found in the pits. . . .” — E. Royston Pike, 1896, adapted from Hard Times, Human Documents of the Industrial Revolution from the NYS Global History and Geography Regents Exam, June 2002. Identify the best use of this document for a historian.(1) To determine why mine owners employed children.(2) To study the long term effects of working in mines on child labors(3) To find out how much money mine owners saved by hiring children rather than adults(4) To understand the conditions child laborers experienced 410.3c1NYS RegentsNew Visions10.3Base your answers to questions __ and __ on Documents 1 and 2 below and on your knowledge of social studies. Document 1Document 2At Work in a Woollen FactorySource: R. Guest, A Compendious History of the Cotton Manufacture, A. M. Kelley, first published in 1823 (adapted) from the NYS Global History and Geography Regents Exam, June 2006. Source: The Illustrated London News, August 25, 1883 from the NYS Global History and Geography Regents Exam, June 2006.Identify the turning point most closely associated with the changes depicted in documents 1 and 2.Industrial RevolutionMeiji RestorationRussian RevolutionWorld War I110.3c5NYS RegentsNew Visions10.4Base your answers to questions __ and __ on Documents 1 and 2 below and on your knowledge of social studies. Document 1Document 2At Work in a Woollen FactorySource: R. Guest, A Compendious History of the Cotton Manufacture, A. M. Kelley, first published in 1823 (adapted) from the NYS Global History and Geography Regents Exam, June 2006. Source: The Illustrated London News, August 25, 1883 from the NYS Global History and Geography Regents Exam, June 2006.Based on these pictures, what is one change in the way cloth was produced in England in the 1800s?More cloth was produced in a shorter period of time.Working conditions were more comfortable.Cloth was produced at home.The process for producing cloth was safer. 110.3c13NYS RegentsNew Visions10.4Base your answers to questions __ and __ on Documents 1 and 2 below and on your knowledge of social studies. Document 1Document 2At Work in a Woollen FactorySource: R. Guest, A Compendious History of the Cotton Manufacture, A. M. Kelley, first published in 1823 (adapted) from the NYS Global History and Geography Regents Exam, June 2006. Source: The Illustrated London News, August 25, 1883 from the NYS Global History and Geography Regents Exam, June 2006.What was one effect on society that resulted from the change depicted in documents 1 and 2?More young women factories than men.Young women lived with their parents for most of their life.Young women moved from rural to urban areas.Young women married at a younger age.310.3c8NYS RegentsNew Visions10.4This is an excerpt from William Cooper’s testimony before the Sadler Committee in 1832.Sadler: When did you first begin to work in mills? Cooper: When I was ten years of age. Sadler: What were your usual hours of working? Cooper: We began at five in the morning and stopped at nine in the night. Sadler: What time did you have for meals? Cooper: We had just one period of forty minutes in the sixteen hours. That was at noon. Sadler: What means were taken to keep you awake and attentive? Cooper: At times we were frequently strapped. Sadler: When your hours were so long, did you have any time to attend a day school? Cooper: We had no time to go to day school.This is an excerpt from the testimony of Joseph Hebergam to the Sadler Committee.Sadler: Do you know of any other children who died at the R Mill? Hebergam: There were about a dozen died during the two years and a half that I was there. At the L Mill where I worked last, a boy was caught in a machine and had both his thigh bones broke and from his knee to his hip . . . . His sister, who ran to pull him off, had both her arms broke and her head bruised. The boy died. I do not know if the girl is dead, but she was not expected to live. Sadler: Did the accident occur because the shaft was not covered?Hebergam: Yes.These documents were most likely written during which historical period?The EnlightenmentIndustrial RevolutionGreen RevolutionWorld War II210.3c2NYS RegentsNew Visions10.7Practice ExamThis is an excerpt from William Cooper’s testimony before the Sadler Committee in 1832.Sadler: When did you first begin to work in mills? Cooper: When I was ten years of age. Sadler: What were your usual hours of working? Cooper: We began at five in the morning and stopped at nine in the night. Sadler: What time did you have for meals? Cooper: We had just one period of forty minutes in the sixteen hours. That was at noon. Sadler: What means were taken to keep you awake and attentive? Cooper: At times we were frequently strapped. Sadler: When your hours were so long, did you have any time to attend a day school? Cooper: We had no time to go to day school.This is an excerpt from the testimony of Joseph Hebergam to the Sadler Committee.Sadler: Do you know of any other children who died at the R Mill? Hebergam: There were about a dozen died during the two years and a half that I was there. At the L Mill where I worked last, a boy was caught in a machine and had both his thigh bones broke and from his knee to his hip . . . . His sister, who ran to pull him off, had both her arms broke and her head bruised. The boy died. I do not know if the girl is dead, but she was not expected to live. Sadler: Did the accident occur because the shaft was not covered?Hebergam: Yes.A historian would find these documents most useful forunderstanding the lives of the upper middle class in the 19th centurydepicting struggles that faced 19th century farmersexamining the effects of pollution in 19th century citiesdepicting 19th century factory life410.3c1NYS RegentsNew Visions10.7Practice ExamThis is an excerpt from William Cooper’s testimony before the Sadler Committee in 1832.Sadler: When did you first begin to work in mills? Cooper: When I was ten years of age. Sadler: What were your usual hours of working? Cooper: We began at five in the morning and stopped at nine in the night. Sadler: What time did you have for meals? Cooper: We had just one period of forty minutes in the sixteen hours. That was at noon. Sadler: What means were taken to keep you awake and attentive? Cooper: At times we were frequently strapped. Sadler: When your hours were so long, did you have any time to attend a day school? Cooper: We had no time to go to day school.This is an excerpt from the testimony of Joseph Hebergam to the Sadler Committee.Sadler: Do you know of any other children who died at the R Mill? Hebergam: There were about a dozen died during the two years and a half that I was there. At the L Mill where I worked last, a boy was caught in a machine and had both his thigh bones broke and from his knee to his hip . . . . His sister, who ran to pull him off, had both her arms broke and her head bruised. The boy died. I do not know if the girl is dead, but she was not expected to live. Sadler: Did the accident occur because the shaft was not covered?Hebergam: Yes.What action was taken as a result of testimonies like those in these documents?Child labor laws were passedSlavery was abolishedInvention of the steam engineWorld War I110.3c12NYS RegentsNew Visions10.7Practice ExamThis is an excerpt from William Cooper’s testimony before the Sadler Committee in 1832.Sadler: When did you first begin to work in mills? Cooper: When I was ten years of age. Sadler: What were your usual hours of working? Cooper: We began at five in the morning and stopped at nine in the night. Sadler: What time did you have for meals? Cooper: We had just one period of forty minutes in the sixteen hours. That was at noon. Sadler: What means were taken to keep you awake and attentive? Cooper: At times we were frequently strapped. Sadler: When your hours were so long, did you have any time to attend a day school? Cooper: We had no time to go to day school.This is an excerpt from the testimony of Joseph Hebergam to the Sadler Committee.Sadler: Do you know of any other children who died at the R Mill? Hebergam: There were about a dozen died during the two years and a half that I was there. At the L Mill where I worked last, a boy was caught in a machine and had both his thigh bones broke and from his knee to his hip . . . . His sister, who ran to pull him off, had both her arms broke and her head bruised. The boy died. I do not know if the girl is dead, but she was not expected to live. Sadler: Did the accident occur because the shaft was not covered?Hebergam: Yes.Which statement best describes the Sadler Committee’s purpose in collecting testimonies like the ones written above?To figure out how to get factory workers to be more efficient.To test the education levels of factory workers.To estimate how much cloth British factories produced in 1832.To inform the government and public of the conditions that children experience in factories.410.3c2NYS RegentsNew Visions10.7Practice ExamUnit 10.3- Meiji RestorationStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answer to question __ on the quotation below and on your knowledge of social studies. Fukuzawa Yukichi (1835-1901) was a Japanese author, writer, teacher, translator, and entrepreneur who founded Keio University.“. . . I am willing to admit my pride in this accomplishment for Japan. The facts are these: It was not until the sixth year of Kaei (1853) that a steamship was seen for the first time; it was only in the second year of Ansei (1855) that we began to study navigation from the Dutch in Nagasaki; by 1860, the science was sufficiently understood to enable us to sail a ship across the Pacific. This means that about seven years after the first sight of a steamship, after only about five years of practice, the Japanese people made a transPacific crossing without help from foreign experts. I think we can without undue pride boast before the world of this courage and skill. As I have shown, the Japanese officers were to receive no aid from Captain Brooke throughout the voyage. Even in taking observations, our officers and the Americans made them independently of each other. Sometimes they compared their results, but we were never in the least dependent on the Americans. . . .” — The Autobiography of Fukuzawa Yukichi, written in 1897 and translated by Eiichi Kiyooka in The Hokuseido Press, 1934 from the NYS Global History and Geography Regents ExamWhich set of events is most closely associated with the nation described in this passage? (1) end of the Opium War → creation of European spheres of influence (2) end of the Tokugawa Shogunate → beginning of the Meiji Restoration (3) fall of the Manchus → rise of Sun Yixian (Sun Yat-sen) (4) imperialism in China → start of World War II210.3c16NYS RegentsNYS Regents10.3Base your answer to question __ on the quotation below and on your knowledge of social studies. Fukuzawa Yukichi (1835-1901) was a Japanese author, writer, teacher, translator, and entrepreneur who founded Keio University.“. . . I am willing to admit my pride in this accomplishment for Japan. The facts are these: It was not until the sixth year of Kaei (1853) that a steamship was seen for the first time; it was only in the second year of Ansei (1855) that we began to study navigation from the Dutch in Nagasaki; by 1860, the science was sufficiently understood to enable us to sail a ship across the Pacific. This means that about seven years after the first sight of a steamship, after only about five years of practice, the Japanese people made a transPacific crossing without help from foreign experts. I think we can without undue pride boast before the world of this courage and skill. As I have shown, the Japanese officers were to receive no aid from Captain Brooke throughout the voyage. Even in taking observations, our officers and the Americans made them independently of each other. Sometimes they compared their results, but we were never in the least dependent on the Americans. . . .” — The Autobiography of Fukuzawa Yukichi, written in 1897 and translated by Eiichi Kiyooka in The Hokuseido Press, 1934 from the NYS Global History and Geography Regents ExamIdentify the best use of this document for a historian.(1) To understand the perspective of Dutch sailors living in Japan.(2) To explore how some Japanese viewed their country’s process of modernization(3) To evaluate arguments for and against industrialization in Japan in the 19th century(4) To understand why the American military was in Japan210.3c16NYS RegentsNYS Regents10.3Base your answer to question __ on the quotation below and on your knowledge of social studies. Fukuzawa Yukichi (1835-1901) was a Japanese author, writer, teacher, translator, and entrepreneur who founded Keio University.“. . . I am willing to admit my pride in this accomplishment for Japan. The facts are these: It was not until the sixth year of Kaei (1853) that a steamship was seen for the first time; it was only in the second year of Ansei (1855) that we began to study navigation from the Dutch in Nagasaki; by 1860, the science was sufficiently understood to enable us to sail a ship across the Pacific. This means that about seven years after the first sight of a steamship, after only about five years of practice, the Japanese people made a transPacific crossing without help from foreign experts. I think we can without undue pride boast before the world of this courage and skill. As I have shown, the Japanese officers were to receive no aid from Captain Brooke throughout the voyage. Even in taking observations, our officers and the Americans made them independently of each other. Sometimes they compared their results, but we were never in the least dependent on the Americans. . . .” — The Autobiography of Fukuzawa Yukichi, written in 1897 and translated by Eiichi Kiyooka in The Hokuseido Press, 1934 from the NYS Global History and Geography Regents ExamWhat is Fukuzawa Yukichi’s point of view of the process Japan took to change its naval technology? (1) The Japanese could not have updated their fleet of ships without continued assistance from the Dutch. (2) The Japanese have always had a navy that was superior to those of foreign powers. (3) Though there was initial influence from foreigners, the Japanese update of their fleet of ships was done independently.(4) The Americans assisted the Japanese with updating their fleet of ships more than any other foreign government. 210.3c16NYS RegentsNYS Regents10.3Base your answers to questions 7 and 8 on the wood block print below and on your knowledge of social studies.Source: James L. Huffman, Modern Japan, A History in Documents, Oxford University Press from the NYS Global History and Geography Regents Exam, June 2010. 7. During which period of Japanese history did the changes shown in this wood block print occur? (1) Heian court (2) Tokugawa shogunate(3) Meiji Restoration (4) United States occupation310.3c2NYS RegentsNYS Regents10.6Base your answers to questions 7 and 8 on the wood block print below and on your knowledge of social studies.Source: James L. Huffman, Modern Japan, A History in Documents, Oxford University Press from the NYS Global History and Geography Regents Exam, June 2010. 8. Identify one effect of the historical period depicted in this image. (1) Modernization of Japan(2) Isolation of Japan(3) Invasion of Japan(4) Chinese influence of Japan110.3c8NYS RegentsNew Visions10.6Unit 10.3- Marxism and Reform MovementsStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used in“. . . They [the Communists] openly declare that their ends can be attained [achieved] only by the forcible overthrow of all existing social conditions. Let the ruling classes tremble at a Communist revolution. The proletarians have nothing to lose but their chains. They have a world to win. Working men of all countries, unite!” — Friedrich Engels and Karl Marx, Communist Manifesto, 1848 from the NYS Global History and Geography Regents Exam, August 2002. The views expressed by Engels and Marx in this passage were developed in reaction to the (1) unification of Germany (2) Commercial Revolution (3) Congress of Vienna (4) Industrial Revolution410.3d7NYS RegentsNew Visions10.5“. . . They [the Communists] openly declare that their ends can be attained [achieved] only by the forcible overthrow of all existing social conditions. Let the ruling classes tremble at a Communist revolution. The proletarians have nothing to lose but their chains. They have a world to win. Working men of all countries, unite!” — Friedrich Engels and Karl Marx, Communist Manifesto, 1848 from the NYS Global History and Geography Regents Exam, August 2002. The views expressed by Engels and Marx in this passage most directly influenced(1) Vladimir Lenin(2) Mohandas Gandhi(3) Adam Smith(4) Napoleon Bonaparte110.3d8NYS RegentsNew Visions10.5Base your answers to questions 4, 5 and 6 on the passage below and on your knowledge of social studies.Flora Tristan was a 19th-century French activist and a member of the lower working class. In 1843, she wrote The Workers’ Union.. . . 1. Consolidation of the working class by means of a tight, solid, and indissoluble [indivisible] Union. 2. Representation of the working class before the nation through a defender chosen and paid by the Workers’ Union, so that the working class’s need to exist and the other classes’ need to accept it become evident. 3. Recognition of one’s hands as legitimate property. (In France 25,000,000 proletarians have their hands as their only asset.)4. Recognition of the legitimacy of the right to work for all men and women. 5. Recognition of the legitimacy of the right to moral, intellectual, and vocational education for all boys and girls. 6. Examination of the possibility of labor organizing in the current social state [social conditions]. 7. Construction of Workers’ Union palaces [buildings] in every department, in which working-class children would receive intellectual and vocational instruction, and to which the infirm and elderly as well as workers injured on the job would be admitted. 8. Recognition of the urgent necessity of giving moral, intellectual, and vocational education to the women of the masses so that they can become the moral agents for the men of the masses. 9. Recognition in principle of equal rights for men and women as the sole [only] means of unifying humankind. . . .Source: Flora Tristan, The Workers’ Union, University of Illinois Press (adapted) from the NYS Global History and Geography Regents Exam, June 2006.4. Flora Tristan wrote this document in response to the effects of which turning point in Global History?World War IRussian RevolutionFrench RevolutionIndustrial Revolution410.3d7NYS RegentsNew Visions10.6Base your answers to questions 4, 5 and 6 on the passage below and on your knowledge of social studies.Flora Tristan was a 19th-century French activist and a member of the lower working class. In 1843, she wrote The Workers’ Union.. . . 1. Consolidation of the working class by means of a tight, solid, and indissoluble [indivisible] Union. 2. Representation of the working class before the nation through a defender chosen and paid by the Workers’ Union, so that the working class’s need to exist and the other classes’ need to accept it become evident. 3. Recognition of one’s hands as legitimate property. (In France 25,000,000 proletarians have their hands as their only asset.)4. Recognition of the legitimacy of the right to work for all men and women. 5. Recognition of the legitimacy of the right to moral, intellectual, and vocational education for all boys and girls. 6. Examination of the possibility of labor organizing in the current social state [social conditions]. 7. Construction of Workers’ Union palaces [buildings] in every department, in which working-class children would receive intellectual and vocational instruction, and to which the infirm and elderly as well as workers injured on the job would be admitted. 8. Recognition of the urgent necessity of giving moral, intellectual, and vocational education to the women of the masses so that they can become the moral agents for the men of the masses. 9. Recognition in principle of equal rights for men and women as the sole [only] means of unifying humankind. . . .Source: Flora Tristan, The Workers’ Union, University of Illinois Press (adapted) from the NYS Global History and Geography Regents Exam, June 2006.5. Identify an effect of the actions taken by activists in the late 1800s who would have shared Tristan’s point of view as expressed in this passage.Universal suffrageEducation laws requiring children to attend schoolLess government regulation on businessesMore government spending on the military210.3d8NYS RegentsNew Visions10.6Base your answers to questions 4, 5 and 6 on the passage below and on your knowledge of social studies.Flora Tristan was a 19th-century French activist and a member of the lower working class. In 1843, she wrote The Workers’ Union.. . . 1. Consolidation of the working class by means of a tight, solid, and indissoluble [indivisible] Union. 2. Representation of the working class before the nation through a defender chosen and paid by the Workers’ Union, so that the working class’s need to exist and the other classes’ need to accept it become evident. 3. Recognition of one’s hands as legitimate property. (In France 25,000,000 proletarians have their hands as their only asset.)4. Recognition of the legitimacy of the right to work for all men and women. 5. Recognition of the legitimacy of the right to moral, intellectual, and vocational education for all boys and girls. 6. Examination of the possibility of labor organizing in the current social state [social conditions]. 7. Construction of Workers’ Union palaces [buildings] in every department, in which working-class children would receive intellectual and vocational instruction, and to which the infirm and elderly as well as workers injured on the job would be admitted. 8. Recognition of the urgent necessity of giving moral, intellectual, and vocational education to the women of the masses so that they can become the moral agents for the men of the masses. 9. Recognition in principle of equal rights for men and women as the sole [only] means of unifying humankind. . . .Source: Flora Tristan, The Workers’ Union, University of Illinois Press (adapted) from the NYS Global History and Geography Regents Exam, June 2006.6. Which claim is best supported by the evidence in this passage?Laws were created in 19th century France that addressed Flora Tristan’s concerns.Working class people in 19th century France had few issues they were concerned about.Workers rights were violated by some business owners in 19th century France.Unions existed in Great Britain and the United States in the 19th century.310.3d4NYS RegentsNew Visions10.6Base your answers to questions 3 and 4 on the passage below and on your knowledge of social studies.. . . The need of a constantly expanding market for its products chases the bourgeoisie over the whole surface of the globe. It must nestle everywhere, settle everywhere, establish connections everywhere. . . . — Karl Marx and Friedrich Engels, The Communist Manifesto, 1848 from the NYS Global History and Geography Regents ExamSource Type: ManifestoQuestion C.U.Task Model QuestionAuthorExams Used In3. Which historical event do Marx and Engels believe created the situation described in this passage? (1) Cold War (2) World War I (3) Russian Revolution (4) Industrial Revolution10.3d7NYS Regents10.94. In this excerpt Marx and Engels describe some of the reasons forimperialismurbanizationdeforestationdesertification10.3d13New Visions10.9Unit 10.3- Irish Potato FamineStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answer to question __ on the 19th century song lyrics below and on your knowledge of social studies.. . . What has poor Ireland done, mother, — What has poor Ireland done, That the world looks on, and sees us starve, Perishing one by one? Do the men of England care not, mother, — The great men and the high, — For the suffering sons of Erin’s isle, Whether they live or die? . . . — A. M. Edmond, “Give Me Three Grains of Corn, Mother”Which event is most closely associated with the conditions described in these lyrics? (1) civil war (2) famine (3) Glorious Revolution (4) independence from Great Britain210.3d4NYS RegentsNew Visions10.3Base your answer to question __ on the 19th century song lyrics below and on your knowledge of social studies.. . . What has poor Ireland done, mother, — What has poor Ireland done, That the world looks on, and sees us starve, Perishing one by one? Do the men of England care not, mother, — The great men and the high, — For the suffering sons of Erin’s isle, Whether they live or die? . . . — A. M. Edmond, “Give Me Three Grains of Corn, Mother”What was an immediate result of the historical development referenced in this poem? (1) expansion of the Green Revolution to Ireland (2) acceptance of British rule by the Irish (3) migration of many Irish to other countries (4) creation of a mixed economy in Ireland310.3d8NYS RegentsNew Visions10.3Unit 10.4- General ImperialismStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answers to questions __ on the map below and on your knowledge of social studies.Source: Les Rowntree et al., Diversity Amid Globalization, Prentice Hall (adapted) from the NYS Global History and Geography Regents Exam, June 2009. Many of the political divisions shown on this map were directly related to the (1) Meiji Restoration (2) Opium Wars (3) Berlin Conference (4) Boer War310.4c7NYS RegentsNYS Regents10.4Base your answers to questions __ on the map below and on your knowledge of social studies.Source: Les Rowntree et al., Diversity Amid Globalization, Prentice Hall (adapted) from the NYS Global History and Geography Regents Exam, June 2009. Which claim is best supported by the evidence included in this map?In 1913, European countries controlled most of the territory in Africa. In 1913, European countries controlled all of the territory in Africa.By 1913, European countries built extensive railroad systems in sub-Saharan Africa.In 1913, European countries ruled territory in Africa with the consent of the Africans who lived there. 110.4c4NYS RegentsNew Visions10.4Unit 10.4- White Man’s BurdenStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answer to question __ on the excerpt below and on your knowledge of social studies.Rudyard Kipling was a British short-story writer, poet and novelist. Considered one of the most popular writers in Britain during the late 19th and early 20th centuries, Kipling eventually won the Nobel Prize in Literature. Kipling was born in Bombay, India in 1865. During this time India was under British control and many young British families lived in colonies like India. His poem, White Man’s Burden was published in a popular American magazine. The White Man’s Burden.“Take up the White Man’s burden— Send forth the best ye breed— Go, bind your sons to exile To serve your captives’ need;To wait, in heavy harness, On fluttered folk and wild— Your new-caught sullen peoples, Half devil and half child. . . .”— Rudyard Kipling, 1899 from the NYS Global History and Geography Regents Exam, January 2005This stanza from Kipling’s poem is most closely associated with the belief that it was the duty of Western colonial powers to (1) learn from the people they conquered (2) teach their colonies how to produce manufactured goods (3) civilize the people they controlled (4) welcome less developed countries as equals310.4a4NYS RegentsNYS Regents10.4Base your answer to question __ on the excerpt below and on your knowledge of social studies.Rudyard Kipling was a British short-story writer, poet and novelist. Considered one of the most popular writers in Britain during the late 19th and early 20th centuries, Kipling eventually won the Nobel Prize in Literature. Kipling was born in Bombay, India in 1865. During this time India was under British control and many young British families lived in colonies like India. His poem, White Man’s Burden was published in a popular American magazine. The White Man’s Burden.Take up the White Man’s burden— Send forth the best ye breed— Go, bind your sons to exile To serve your captives’ need;To wait, in heavy harness, On fluttered folk and wild— Your new-caught sullen peoples, Half-devil and half-child. . . .”— Rudyard Kipling, 1899 from the NYS Global History and Geography Regents Exam, June 2003. An historian would find this poem most useful to understand(1) a point of view that opposed Kipling’s claims (2) a point of view concerning imperialism supported by some Europeans(3) the economic reasons the Europeans supported imperialism (4) the effects of Kipling’s poem in the 20th century210.4a1NYS Regents adapted by New VisionsNew Visions10.4Base your answer to question __ on the excerpt below and on your knowledge of social studies.Rudyard Kipling was a British short-story writer, poet and novelist. Considered one of the most popular writers in Britain during the late 19th and early 20th centuries, Kipling eventually won the Nobel Prize in Literature. Kipling was born in Bombay, India in 1865. During this time India was under British control and many young British families lived in colonies like India. His poem, White Man’s Burden was published in a popular American magazine. The White Man’s Burden.Take up the White Man’s burden— Send forth the best ye breed— Go, bind your sons to exile To serve your captives’ need;To wait, in heavy harness, On fluttered folk and wild— Your new-caught sullen peoples, Half-devil and half-child. . . .”— Rudyard Kipling, 1899 from the NYS Global History and Geography Regents Exam, June 2003. The message of this poem was used by many Europeans to justify (1) industrialism (2) feudalism (3) imperialism (4) fascism310.4a4NYS Regents adapted by New VisionsNYS Regents10.7The White Man’s Burden.“Take up the White Man’s burden— Send forth the best ye breed— Go, bind your sons to exile To serve your captives’ need;To wait, in heavy harness, On fluttered folk and wild— Your new-caught sullen peoples, Half devil and half child. . . .”— Rudyard Kipling, 1899 from the NYS Global History and Geography Regents Exam, June 2003. Based on this poem, which action would Kipling Kipling would have most likely supported?(1) The British shared equal power with Indians in the colonial government in 1899.(2) The British used child labor in textile factories in India. (3) The British established coal mines in India.(4) The British established schools in India to teach Indian children English and British culture.410.4a4NYS Regents adapted by New VisionsNew Visions10.7Unit 10.4- Imperialism in IndiaStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inJawaharlal Nehru (1889-1964) was a politician who fought for Indian independence from Great Britain and became the country’s first prime minister. . . . The Chief business of the East India Company in its early period, the very object for which it was started, was to carry Indian manufactured goods—textiles, etc., as well as spices and the like—from the East to Europe, where there was a great demand for these articles. With the developments in industrial techniques in England a new class of industrial capitalists rose there demanding a change in this policy. The British market was to be closed to Indian products and the Indian market opened to British manufactures. The British parliament, influenced by this new class, began to take a greater interest in India and the working of the East India Company. To begin with, Indian goods were excluded from Britain by legislation, and as the company held a monopoly in the Indian export business, this exclusion influenced other foreign markets also. This was followed by vigorous attempts to restrict and crush Indian manufactures by various measures and internal duties which prevented the flow of Indian goods within the country itself. British goods meanwhile had free entry. The Indian textile industry collapsed, affecting vast numbers of weavers and artisans. The process was rapid in Bengal and Bihar; elsewhere it spread gradually with the expansion of British rule and the building of railways. It continued throughout the nineteenth century, breaking up other old industries also, shipbuilding, metalwork, glass, paper, and many crafts. . . .Source: Jawaharlal Nehru, The Discovery of India, John Day Company, 1946 from the NYS Global History and Geography Regents Exam, January 2006. Based on this excerpt, which statement best describes the author’s point of view?British involvement in India benefited Indian manufactures.The East India Company’s goal was to enrich India’s economy.British policies destroyed Indian businesses by restricting who they could sell to.The British helped create a new class of wealthy Indians. 310.4a2NYS Regents adapted by New VisionsNew Visions10.4Jawaharlal Nehru (1889-1964) was a politician who fought for Indian independence from Great Britain and became the country’s first prime minister. . . . The Chief business of the East India Company in its early period, the very object for which it was started, was to carry Indian manufactured goods—textiles, etc., as well as spices and the like—from the East to Europe, where there was a great demand for these articles. With the developments in industrial techniques in England a new class of industrial capitalists rose there demanding a change in this policy. The British market was to be closed to Indian products and the Indian market opened to British manufactures. The British parliament, influenced by this new class, began to take a greater interest in India and the working of the East India Company. To begin with, Indian goods were excluded from Britain by legislation, and as the company held a monopoly in the Indian export business, this exclusion influenced other foreign markets also. This was followed by vigorous attempts to restrict and crush Indian manufactures by various measures and internal duties which prevented the flow of Indian goods within the country itself. British goods meanwhile had free entry. The Indian textile industry collapsed, affecting vast numbers of weavers and artisans. The process was rapid in Bengal and Bihar; elsewhere it spread gradually with the expansion of British rule and the building of railways. It continued throughout the nineteenth century, breaking up other old industries also, shipbuilding, metalwork, glass, paper, and many crafts. . . .Source: Jawaharlal Nehru, The Discovery of India, John Day Company, 1946 from the NYS Global History and Geography Regents Exam, January 2006. According to Jawaharlal Nehru, which historical development contributed to a change in British policy with India?Industrial RevolutionNapoleonic WarsGreen RevolutionMeiji Restoration110.4a13NYS Regents adapted by New VisionsNew Visions10.4Jawaharlal Nehru (1889-1964) was a politician who fought for Indian independence from Great Britain and became the country’s first prime minister. . . . The Chief business of the East India Company in its early period, the very object for which it was started, was to carry Indian manufactured goods—textiles, etc., as well as spices and the like—from the East to Europe, where there was a great demand for these articles. With the developments in industrial techniques in England a new class of industrial capitalists rose there demanding a change in this policy. The British market was to be closed to Indian products and the Indian market opened to British manufactures. The British parliament, influenced by this new class, began to take a greater interest in India and the working of the East India Company. To begin with, Indian goods were excluded from Britain by legislation, and as the company held a monopoly in the Indian export business, this exclusion influenced other foreign markets also. This was followed by vigorous attempts to restrict and crush Indian manufactures by various measures and internal duties which prevented the flow of Indian goods within the country itself. British goods meanwhile had free entry. The Indian textile industry collapsed, affecting vast numbers of weavers and artisans. The process was rapid in Bengal and Bihar; elsewhere it spread gradually with the expansion of British rule and the building of railways. It continued throughout the nineteenth century, breaking up other old industries also, shipbuilding, metalwork, glass, paper, and many crafts. . . .Source: Jawaharlal Nehru, The Discovery of India, John Day Company, 1946 from the NYS Global History and Geography Regents Exam, January 2006. Which evidence best supports the claim made by Jawaharlal Nehru in this excerpt?An account book from a British textile company showing that they sold less to indians in 1920 than in 1880An account from an Indian metalworker stating that his shop had to close because he could not afford to pay British taxes required to sell his goods.A speech by the Prime Minister of Great Britain in 1910 proclaiming that the empire is losing more money that it ever hasMaps of an Indian city showing that more shipbuilding and textile businesses existed during British rule than before it210.4a3NYS Regents adapted by New VisionsNew Visions10.4Base your answers to questions 5 and 6 on the map and passage below and on your knowledge of social studies.Source: Ashok K. Dutt et al., India in Maps, Kendall/Hunt Publishing Company (adapted) from the NYS Global History and Geography Regents Exam, June 2013. ...at the time of [Indian] independence in 1947 had more track mileage than that of any European state and less than only the United States, Canada, and the Soviet Union. The first railway track was laid in India in 1850, and by 1915 India had better than forty thousand miles of track and approximately one hundred million railroad passengers per year. Indian railway building was supported by several powerful groups: British cotton manufacturers, for whom railways were a cheap and efficient way to get cotton to the coast for shipment to England; British industrialists, who supplied India with most of its rails, locomotives, moving stock [railroad cars], and equipment; colonial officials, who saw railroads as a way to move troops quickly to trouble spots and an essential part of the Indian postal system; and millions of Indians, who, rather to the surprise of the British, took to rail travel with great alacrity [enthusiasm]….Source: Andrea and Overfield, The Human Record: Sources of Global History, Houghton Mifflin (adapted) from the NYS Global History and Geography Regents Exam, January 2012.Source Type: Map; TextbookQuestion C.U.Task Model QuestionAuthorExams Used In5. Which claim is best supported by the map and passage above?The British built railroads in India to assist Indian owned businesses.The British built railroads in India to benefit their industrial interests in the country.The British built railroads in India to teach Indian engineers to expand the transportation options in India after independence.The British built railroads in India in an attempt to gain independence from India.10.4a4New Visions10.96. The historical developments shown in this map are the result ofColonizationInternational aid programsUrbanizationCommunism10.4a7New Visions10.9Unit 10.4- Imperialism in ChinaStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answer to question _ on the passage below and on your knowledge of social studies.An Excerpt from the Treaty of NanjingARTICLE III. It being obviously necessary and desirable, that British Subjects should have some Port whereat they may careen and refit their Ships, when required, and keep Stores for that purpose, His Majesty the Emperor of China cedes [gives] to Her Majesty the Queen of Great Britain, etc., the Island of Hongkong, to be possessed in perpetuity [forever] by Her Britannic Majesty, Her Heirs and Successors, and to be governed by such Laws and Regulations as Her Majesty the Queen of Great Britain, etc., shall see fit to direct.Source: “Treaty of Nanjing (Nanking), 1842,” USC-UCLA Joint East Asian Studies Center from the NYS Global History and Geography Regents Exam, June 2014. What historical event led to the signing of the Treaty of Nanjing?Boer WarWorld War IFrench RevolutionOpium Wars410.4b7NYS RegentsNew Visions10.4Base your answer to question _ on the passage below and on your knowledge of social studies.An Excerpt from the Treaty of NanjingARTICLE III. It being obviously necessary and desirable, that British Subjects should have some Port whereat they may careen and refit their Ships, when required, and keep Stores for that purpose, His Majesty the Emperor of China cedes [gives] to Her Majesty the Queen of Great Britain, etc., the Island of Hongkong, to be possessed in perpetuity [forever] by Her Britannic Majesty, Her Heirs and Successors, and to be governed by such Laws and Regulations as Her Majesty the Queen of Great Britain, etc., shall see fit to direct.Source: “Treaty of Nanjing (Nanking), 1842,” USC-UCLA Joint East Asian Studies Center from the NYS Global History and Geography Regents Exam, June 2014. Based on the excerpt above, what did the British gain as a result of the Treaty of Nanjing? Unlimited coal resourcesAn island to use as a portControl of all of JapanThe right to make the Queen of Great Britain the Empress of China210.4b7NYS RegentsNew Visions10.4Unit 10.4- Imperialism in AfricaStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answer to question __ on the cartoon below and on your knowledge of social studies.Based on this political cartoon, which statement best describes the author’s point of view?Africa was not affected by imperialism.Europeans wanted to spread Christianity in Africa.European countries colonized Africa for natural resources.African people welcomed European colonists.310.4a2NYS RegentsNew Visions10.4Base your answer to question __ on the cartoon below and on your knowledge of social studies.28. Which event was most likely the result of the action being taken in this cartoon?African and European states engaged in equal trade agreements.African people resented the presence of European powers on their land.Europeans helped establish democratic governments in African countries.The Industrial Revolution started in Great Britain. 210.4a8NYS RegentsNew Visions10.4Base your answer to question _ on the passage below and on your knowledge of social studies. . . .As late as the 1870s, only 10% of the continent was under direct European control, with Algeria held by France, the Cape Colony and Natal (both in modern South Africa) by Britain, and Angola by Portugal. And yet by 1900, European nations had added almost 10 million square miles of Africa—one-fifth of the land mass of the globe—to their overseas colonial possessions. Europeans ruled more than 90% of the African continent. . . . — Saul David, “Slavery and the ‘Scramble for Africa,’ ” BBC British History in depth Which event most directly influenced the change referred to in this passage? (1) outbreak of the Boxer Rebellion (2) meeting of the Berlin Conference (3) signing of the Munich Pact (4) collapse of the Ottoman Empire210.4a7NYS RegentsNYS Regents10.5Base your answer to question _ on the passage below and on your knowledge of social studies. . . .As late as the 1870s, only 10% of the continent was under direct European control, with Algeria held by France, the Cape Colony and Natal (both in modern South Africa) by Britain, and Angola by Portugal. And yet by 1900, European nations had added almost 10 million square miles of Africa—one-fifth of the land mass of the globe—to their overseas colonial possessions. Europeans ruled more than 90% of the African continent. . . . — Saul David, “Slavery and the ‘Scramble for Africa,’ ” BBC British History in depth Which of the these is considered a cause of the situation described in the passage?European desire for raw materials and technological and medical advancesAfrican desire to create new markets for manufactured goods The end of Apartheid in South AfricaThe Meiji Restoration110.4a7NYS Regents New Visions10.5Unit 10.5- Causes of WWIStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answers to questions _ and _ on the telegram below and on your knowledge of social studies.Which war is most closely associated with the telegramNicholas II sent to Wilhelm II?(1) the Franco-Prussian War(2) the Russo-Japanese War(3) World War I(4) World War II310.5a4NYS RegentsNYS Regents10.5Base your answers to questions _ and _ on the telegram below and on your knowledge of social studies.What of these following events led to the writing of this telegram?(1) the French Revolution(2) the Russo-Japanese War(3) the Treaty of Versailles(4) the Assassination of Archduke Franz Ferdinand410.5a7NYS RegentsNew Visions10.5Base your answers to questions _ and _ on the telegram below and on your knowledge of social studies.Which conclusion is best supported by this telegram?(1) Russia started to mobilize for war against Serbia.(2) Nicholas II condemned the efforts of Wilhelm II.(3) Russia supported the use of extreme measures.(4) Nicholas II hoped diplomacy would prevent war.410.5a4NYS RegentsNYS Regents10.5Base your answers to questions 9 and 10 on the graph below and on your knowledge of social studies.9. Which is an accurate statement based on the information in the graph?(1) In 1914, Austria-Hungary attempted to end the arms race in Europe.(2) In 1914, the five major European powers spent more on military programs than on any other program.(3) In 1914, Russia was the most militaristic of all the European nations.(4) In 1914, Germany spent more money on its military than did any other European nation.410.5a4NYS RegentsNYS Regents10.6Base your answers to questions 9 and 10 on the graph below and on your knowledge of social studies.10. A historian would find this document most useful for(1) Investigating why Germany won World War I(2) Comparing militarism in European countries in the early 20th century(3) Examining the effects of WWII on military spending in Europe(4) Determining military spending in the United States in the early 20th century210.5a1NYS RegentsNew Visions10.6Unit 10.5- World War I WarfareStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answer to the following question on the passage below and on your knowledge of social studies.William L. Langer (1896-1977) was an American soldier who served on the Western Front during World War I and later became a historian. In 1965, he wrote the memoir Gas and Flame in World War I about his experiences in World War I.... A weary, exhausted, nerve-racked group of men it was indeed that, about noon November 1, assembled in a gully north of Sommerance [France] to rest and dig in for the night. The artillery was still firing furiously, but the enemy's barrage [bombardment] had ceased very suddenly about 10:00 a.m. and now only occasional shells from long-range rifles would explode in the vicinity. The weather was gloomy and the moist air chilled one to the bones. Yet it was with that meticulous [methodical] care that is characteristic of worn-out men, that we prepared our foxholes, carrying boards and iron sheeting from abandoned machine-gunners' dugouts in order to make our "houses" as comfortable as possible, even though only for one night....Source: William L. Langer, Gas and Flame in World War I, 1965Which means of warfare is described in this passage?(1) guerilla (2) nuclear(3) biological (4) trench410.5b4NYS RegentsNYS Regents10.5Practice ExamBase your answer to the following question on the passage below and on your knowledge of social studies.William L. Langer (1896-1977) was an American soldier who served on the Western Front during World War I and later became a historian. In 1965, he wrote the memoir Gas and Flame in World War I about his experiences in World War I.... A weary, exhausted, nerve-racked group of men it was indeed that, about noon November 1, assembled in a gully north of Sommerance [France] to rest and dig in for the night. The artillery was still firing furiously, but the enemy's barrage [bombardment] had ceased very suddenly about 10:00 a.m. and now only occasional shells from long-range rifles would explode in the vicinity. The weather was gloomy and the moist air chilled one to the bones. Yet it was with that meticulous [methodical] care that is characteristic of worn-out men, that we prepared our foxholes, carrying boards and iron sheeting from abandoned machine-gunners' dugouts in order to make our "houses" as comfortable as possible, even though only for one night....Source: William L. Langer, Gas and Flame in World War I, 1965Based on this excerpt, which statement best describes the author’s point of view?(1) Warfare in World War I was characterized by fast-paced fighting over long distances. (2) Warfare in World War I included regular triumphat celebrations.(3) Warfare in World War I required expert use of horses. (4) Warfare in World War I was dangerous and tiring for soldiers.410.5b2NYS RegentsNew Visions10.5Practice ExamBase your answer to the following question on the passage below and on your knowledge of social studies.William L. Langer (1896-1977) was an American soldier who served on the Western Front during World War I and later became a historian. In 1965, he wrote the memoir Gas and Flame in World War I about his experiences in World War I.... A weary, exhausted, nerve-racked group of men it was indeed that, about noon November 1, assembled in a gully north of Sommerance [France] to rest and dig in for the night. The artillery was still firing furiously, but the enemy's barrage [bombardment] had ceased very suddenly about 10:00 a.m. and now only occasional shells from long-range rifles would explode in the vicinity. The weather was gloomy and the moist air chilled one to the bones. Yet it was with that meticulous [methodical] care that is characteristic of worn-out men, that we prepared our foxholes, carrying boards and iron sheeting from abandoned machine-gunners' dugouts in order to make our "houses" as comfortable as possible, even though only for one night....Source: William L. Langer, Gas and Flame in World War I, 1965This document would be most useful to a person examining (1) the lives of the soldiers in the 20th century(2) effects of the Treaty of Versailles(3) causes of World War I(4) the effects of World War I on Americans in the United States110.5b1NYS RegentsNew Visions10.5Practice ExamBase your answers to questions 7 and 8 on the posters below and on your knowledge of social studies.Source: Military Recruitment Posters from 1915. Fairchild Memorial Gallery, Lauinger Library, Georgetown University from the NYS Global History and Geography Regents Exam.Source Type: PosterQuestion C.U.Task Model QuestionAuthorExams Used In7. Which concept is represented in these recruiting posters?justicediversitynationalismhumanism10.5b4New Visions10.98. For which conflict were these posters most likely used?French RevolutionWorld War IWorld War IICold War10.5b2New Visions10.9Unit 10.5- Effects of World War IStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answers to question on the maps below and on your knowledge of social studies.Which nation lost the most territory as a result of World War I?(1) Belgium (2) France(3) Austria-Hungary (4) Germany310.5d4NYS RegentsNYS Regents10.5Base your answers to question on the maps below and on your knowledge of social studies.Which claim is best supported by the evidence included in these maps?(1) Nationalistic movements influenced the borders in Europe at the end of World War I.(2) Empires grew in power in Europe at the end of World War I.(3) Russia gained territory at the end of World War I.(4) Germany military supremacy gave the country an advantage in Europe at the end of World War I. 110.5d7NYS RegentsNew Visions10.5Base your answers to questions 14, 15, and 16 on the graph below and on your knowledge of social studies.Unemployment in Germany and BritainSource: European Historical Statistics, 1750-1975, from NYS Global History and Geography Regents Exam.14. Which global event caused the overall reduction of unemployment between 1914 and 1918?(1) the Great Depression(2) completion of the Panama Canal(3) World War I(4) World War II310.5a7NYS RegentsNYS Regents10.6Base your answers to questions 14, 15, and 16 on the graph below and on your knowledge of social studies.Unemployment in Germany and BritainSource: European Historical Statistics, 1750-1975, from NYS Global History and Geography Regents Exam.15. According to the graph, in what year was the difference between British and German unemployment levels the greatest?(1) 1914 (2) 1915(3) 1919 (4) 1920110.5a13NYS RegentsNYS Regents10.6Base your answers to questions 14, 15, and 16 on the graph below and on your knowledge of social studies.Unemployment in Germany and BritainSource: European Historical Statistics, 1750-1975, from NYS Global History and Geography Regents Exam.16. Which claim is supported by the information in the graph?(1) World War II led to a decrease in unemployment in Europe.(2) Great Britain’s economic situation was worse than Germany’s in 1916.(3) War creates economic depressions.(4) More people had jobs during wartime than peacetime.410.5a4NYS RegentsNew Visions10.6Unit 10.5- Russian Revolution and Early Soviet UnionStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used in". . . The replacement of the bourgeois by the proletarian state is impossible without a violent revolution. The abolition of the proletarian state, i.e., of all states, is only possible through 'withering away.' . . ."— V. I. Lenin, State and RevolutionThis quotation is associated with the principles of(1) imperialism (2) capitalism(3) communism (4) militarism310.5d4NYS RegentsNYS Regents10.5". . . The replacement of the bourgeois by the proletarian state is impossible without a violent revolution. The abolition of the proletarian state, i.e., of all states, is only possible through 'withering away.' . . ."— V. I. Lenin, State and RevolutionThis quotation was most likely written during which historical period?(1) 1900-1930(2) 1945-1990(3) 1800-1870 (4) 1789-1799110.5d2NYS RegentsNew Visions10.5". . . The replacement of the bourgeois by the proletarian state is impossible without a violent revolution. The abolition of the proletarian state, i.e., of all states, is only possible through 'withering away.' . . ."— V. I. Lenin, State and RevolutionThe ideas in this quotation inspired(1) the Industrial Revolution(2) the Cuban Revolution(3) the Haitian Revolution(4) the Russian Revolution410.5d8NYS RegentsNYS Regents10.5Base your answers to questions 11, 12, and 13 on the following question on the table below and on your knowledge of social studies.Collective Farms of the USSR (Soviet Union) 1929-1940Source: Paul Halsall, Internet Modern History Sourcebook, (adapted) from NYS Global History and Geography Regents Exam11. Which Soviet policy is most closely associated with the information in this table?(1) Lenin's New Economic Policy(2) Stalin's five-year plans(3) Brezhnev's policy of détente(4) Gorbachev's policy of glasnost210.5d4NYS RegentsNew Visions10.6Base your answers to questions 11, 12, and 13 on the following question on the table below and on your knowledge of social studies.Collective Farms of the USSR (Soviet Union) 1929-1940Source: Paul Halsall, Internet Modern History Sourcebook, (adapted) from NYS Global History and Geography Regents Exam12. Between which two years did the number of collective farms increase the most?(1) 1929 and 1930 (2) 1930 and 1931(3) 1934 and 1935 (4) 1939 and 1940210.5d4NYS RegentsNew Visions10.6Base your answers to questions 11, 12, and 13 on the following question on the table below and on your knowledge of social studies.Collective Farms of the USSR (Soviet Union) 1929-1940Source: Paul Halsall, Internet Modern History Sourcebook, (adapted) from NYS Global History and Geography Regents Exam13. Which of the following events was a result of the policy illustrated in the chart?(1) Russian Revolution(2) Collapse of the Soviet Union(3) Holodomor, forced famine in Ukraine(4) World War II310.5d7NYS RegentsNew Visions10.6Unit 10.5- Rise of Totalitarian Rulers in Germany and ItalyStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answer to the following question on the chart below and on your knowledge of social studies.Which statement about the Weimar Republic before November 1933 is best supported by the information in the chart?(1) Political representation of various groups was limited.(2) Diverse political ideas were discouraged by the government.(3) The Social Democrats continued to gain support throughout the period.(4) Many different political ideologies were represented in the Reichstag.410.5d4NYS RegentsNYS Regents10.5Base your answer to the following question on the chart below and on your knowledge of social studies.The events depicted in this chart that took place in 1933 led to which of the following in Germany(1) a totalitarian dictatorship(2) increased freedom of expression(3) a communist revolution(4) the start of World War I110.5d8NYS RegentsNYS Regents10.5Unit 10.5- Imperial JapanStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answer to question on the map below and on your knowledge of social studies.Based on the information provided by this map, how did the growth of the Japanese Empire affect China?(1) China acquired Japanese military technology.(2) China invaded French Indochina.(3) China was forced to adopt Korean culture.(4) China lost control of many of its eastern seaports.410.4a13NYS RegentsNYS Regents10.5Base your answer to question on the map below and on your knowledge of social studies.Japan began an aggressive policy of imperialism in the late 19th and early 20th centuries because Japan(1) needed raw materials for its factories(2) hoped to spread Shinto(3) sought Western technology(4) wanted revenge for the Opium Wars110.4a7NYS RegentsNYS Regents10.5Base your answer to the following question on the map below and on your knowledge of social studies.Source: Peter Stearns et al., World Civilizations: The Global Experience, Pearson Longman (adapted) from the NYS Global History and Geography Exam.Identify a policy most closely associated with the historical developments depicted in this map.(1) Communism(2) Imperialism(3) Zionism(4) Pacifism210.4a12NYS RegentsNew Visions10.7Base your answer to the following question on the map below and on your knowledge of social studies.Source: Peter Stearns et al., World Civilizations: The Global Experience, Pearson Longman (adapted) from the NYS Global History and Geography Exam.Which of these contributed to the historical developments depicted in this map?(1) The start of World War II(2) Chinese Communist Revolution(3) Bombing of Hiroshima and Nagasaki(4) Industrialization in Japan410.4a7NYS RegentsNew Visions10.7Unit 10.5- Causes of World War IIStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answer to the following question on the passage below and on your knowledge of social studies."It took the Big Four just five hours and twenty five minutes here in Munich today to dispel the clouds of war and come to an agreement over the partition of Czechoslovakia. There is to be no European war, after all. There is to be peace, and the price of that peace is, roughly, the ceding by Czechoslovakia of the Sudeten territory to Herr Hitler's Germany. The GermanFührer gets what he wanted, only he has to wait a little longer for it. Not much longer though — only ten days. . . ."Source: William Shirer, recording of CBS radio report from Prague, September 29, 1938The policy that France, Britain, and Italy chose to follow at this meeting is known as(1) appeasement (2) self-determination(3) liberation (4) pacification110.5a4NYS RegentsNYS Regents10.5Base your answers to questions 9, 10, and 11 on the cartoon below and on your knowledge of social studies.Source: Providence Journal, Providence, Rhode Island- Friday, October 7, 1938 from the NYS Global History and Geography Regents Exam.Source Type: Political CartoonQuestion C.U.Task Model QuestionAuthorExams Used In9. The baby in this political cartoon representsJoseph StalinMao ZedongAdolf HitlerOtto Von Bismarck10.5a13New Visions10.910. Which policy did the "nursemaids" use to keep the "baby" quiet?(1) militarism (2) isolationism (3) imperialism (4) appeasement10.5a4NYS Regents10.911. Which was most likely a direct result of the policy depicted in this cartoon?Start of World War IIJapanese imperialismGermany’s defeat in World War INapoleonic Wars10.5a8New Visions10.9Unit 10.5- World War II WarfareStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inUnit 10.5- The HolocaustStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answers to questions _ and _ on the passage below and on your knowledge of social studies."The important lesson wasn't so much the Nazis' extraordinary evil but that it could happen with the participation of so many, the indifference of many more, that humanity has no guarantees against its vicious streaks except its own conscience, for which each individual is responsible . . . the effort for decency and justice must go on every day, everywhere."–Flora Lewis, the New York Times, July 7, 1987What is the author’s point of view in the passage?(1) A nation's wartime policies should not be subjected to moral standards.(2) Individuals who follow the orders of their superiors should not be prosecuted for their actions.(3) In time of war, the end justifies the means.(4) Individuals have an obligation to oppose immoral policies.410.5d2NYS RegentsNYS Regents (modified by New Visions)10.5Base your answers to questions _ and _ on the passage below and on your knowledge of social studies."The important lesson wasn't so much the Nazis' extraordinary evil but that it could happen with the participation of so many, the indifference of many more, that humanity has no guarantees against its vicious streaks except its own conscience, for which each individual is responsible . . . the effort for decency and justice must go on every day, everywhere."–Flora Lewis, the New York Times, July 7, 1987In the passage, the term "extraordinary evil" refers to the(1) Berlin blockade (2) Cold War Era(3) Marshall Plan (4) Holocaust410.5d4NYS RegentsNYS Regents 10.5Unit 10.6- Cold War OriginsStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inUnit 10.6- NATO and Warsaw PactStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answers to questions 17 and 18 on the map below and on your knowledge of social studies.Source: Colin McEvedy, The New Penguin Atlas of Recent History: Europe Since 1815, Penguin Books (adapted) from the NYS Global History and Geography Regents Exam.17. In 1968, the area east of the bold black boundary included members of the(1) Triple Alliance (2) Warsaw Pact (3) European Union (EU) (4) North Atlantic Treaty Organization (NATO)210.6a13NYS RegentsNYS Regents10.6Base your answers to questions 17 and 18 on the map below and on your knowledge of social studies.Source: Colin McEvedy, The New Penguin Atlas of Recent History: Europe Since 1815, Penguin Books (adapted) from the NYS Global History and Geography Regents Exam.18. In 1968, the areas labeled Estonian SSR, Belorussian SSR, and Moldavian SSR referred to(1) republics that were part of the Soviet Union (2) members of the Central Powers (3) independent nations of Eastern Europe (4) members of the Organization of Petroleum Exporting Countries (OPEC)110.6a13NYS RegentsNYS Regents10.6Base your answers to questions 19, 20, and 21 on the statement below and on your knowledge of social studies.. . . The Parties agree that an armed attack against one or more of them in Europe or North America shall be considered an attack against them all and consequently they agree that, if such an armed attack occurs, each of them, in exercise of the right of individual or collective self-defense . . . will assist the Party or Parties so attacked by taking forthwith, individually and in concert with the other Parties, such action as it deems necessary, including the use of armed force, to restore and maintain the security of the . . . area. . . . 19. Which organization includes this statement in its charter?(1) Warsaw Pact (2) United Nations (3) Organization of American States (4) North Atlantic Treaty Organization 410.6b4NYS RegentsNYS Regents10.6Base your answers to questions 19, 20, and 21 on the statement below and on your knowledge of social studies.. . . The Parties agree that an armed attack against one or more of them in Europe or North America shall be considered an attack against them all and consequently they agree that, if such an armed attack occurs, each of them, in exercise of the right of individual or collective self-defense . . . will assist the Party or Parties so attacked by taking forthwith, individually and in concert with the other Parties, such action as it deems necessary, including the use of armed force, to restore and maintain the security of the . . . area. . . . 20. This document was most likely written during which historical period?(1) French Revolution(2) Cold War(3) the Enlightenment(4) Russian Revolution210.6b2NYS RegentsNew Visions10.6Base your answers to questions 19, 20, and 21 on the statement below and on your knowledge of social studies.. . . The Parties agree that an armed attack against one or more of them in Europe or North America shall be considered an attack against them all and consequently they agree that, if such an armed attack occurs, each of them, in exercise of the right of individual or collective self-defense . . . will assist the Party or Parties so attacked by taking forthwith, individually and in concert with the other Parties, such action as it deems necessary, including the use of armed force, to restore and maintain the security of the . . . area. . . . 21. Which of the following claims is supported by the document above?(1) A Command economy is more efficient than a free market economy.(2) Cooperation between nations is a risk to those who participate.(3) Alliances can provide more security and strength than isolation.(4) Imperialism is a thing of the past that does not affect the 21st century.310.6b4NYS RegentsNew Visions10.6Base your answer to the following question on the map below and on your knowledge of social studies.New York State Global History and Geography Regents Exam, June 2000. Which claim is best supported by the image?(1) Most Southeast Asian countries were part of the Warsaw Pact.(2) Most Western European countries were part of NATO.(3) South Africa was a part of NATO.(4) Many African countries were non-aligned.210.6b4NYS RegentsNew Visions10.7Base your answer to the following question on the map below and on your knowledge of social studies.New York State Global History and Geography Regents Exam, June 2000. The organizations represented on the map were formed as a direct result of(1) a need to improve the economy of Europe by limiting trade restrictions (2) environmental concerns that resulted from rapid industrialization (3) conflicts caused by the Cold War (4) the collapse of the Soviet Union310.6b7NYS RegentsNYS Regents10.7Unit 10.6- Nuclear Proliferation and Arms RaceStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answers to questions 22 and 23 on the cartoon below and on your knowledge of social studies.Source: Ellis and Esler, World History: Connections to Today, Prentice Hall, 2001 (adapted) from the NYS Global History and Geography Regents Exam. 22. Based on this cartoon, which statement best describes the author’s point of view?(1) Proliferation of military weapons could destroy the world. (2) The world's population is growing faster than its food supply. (3) The land masses of the Northern and Southern Hemispheres are shifting. (4) Military technology is making the world a smaller place.110.6b2NYS RegentsNYS Regents-optionsNew Visions- question10.6Base your answers to questions 22 and 23 on the cartoon below and on your knowledge of social studies.Source: Ellis and Esler, World History: Connections to Today, Prentice Hall, 2001 (adapted) from the NYS Global History and Geography Regents Exam. 23. Which turning point led to the situation depicted in the cartoon starting in the second half of the 20th century?(1) Dropping of the atomic bombs on Japan at the end of World War II(2) Creation of the first machine gun(3) The first moon landing(4) Collapse of the Soviet Union110.6b5NYS RegentsNew Visions10.6Unit 10.6- End of the Cold War and Collapse of Soviet UnionStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answers to questions 24 and 25 on the cartoon below and on your knowledge of social studies.Source: Clyde Wells, The Augusta Chronicle, 1989 from the NYS Global History and Geography Regents Exam.24. Which event is shown in this cartoon?(1) Parisians attacking the Bastille prison and starting the French Revolution (2) Allied soldiers tearing down walls in concentration camps after World War II (3) Germans destroying the Berlin Wall symbolizing the collapse of communism in Europe (4) Koreans breaking through the Great Wall of China310.6c13NYS RegentsNYS Regents10.6Base your answers to questions 24 and 25 on the cartoon below and on your knowledge of social studies.Source: Clyde Wells, The Augusta Chronicle, 1989 from the NYS Global History and Geography Regents Exam.25. Which of the follow was an effect of the event depicted in this cartoon?(1) Fascist leaders gained power in southern Europe(2) The Berlin Airlift supplied goods to people living in West Berlin(3) Western European countries turned away from capitalist economies(4) Increased political freedom and economic choices in Eastern Europe410.6c8NYS RegentsNew Visions10.6Base your answers to questions 26, 27, and 28 on the statement below and on your knowledge of social studies."The Soviet people want a clear perspective . . . unconditional democracy . . . Glasnost in all things, big and small . . . respect for hard work . . . and faithful service for the cause and the good of society."26. Based on this statement, what is the author’s point of view?(1) the political system of a Communist nation cannot be changed (2) foreign aid is needed to achieve economic stability (3) the nation has been damaged by civil unrest (4) the people should have more say in their government and it should work for the benefit of the people 410.6c2NYS RegentsAdapted by New Vision10.6Base your answers to questions 26, 27, and 28 on the statement below and on your knowledge of social studies."The Soviet people want a clear perspective . . . unconditional democracy . . . Glasnost in all things, big and small . . . respect for hard work . . . and faithful service for the cause and the good of society."27. Which leader would most likely have made this statement?(1) Kwame Nkrumah (2) Mohandas Gandhi (3) Benito Mussolini (4) Mikhail Gorbachev 410.6c2NYS RegentsNYS Regents- question and options taken from another item10.6Base your answers to questions 26, 27, and 28 on the statement below and on your knowledge of social studies."The Soviet people want a clear perspective . . . unconditional democracy . . . Glasnost in all things, big and small . . . respect for hard work . . . and faithful service for the cause and the good of society."28. When was this statement most likely made?(1) 1917(2) 1988(3) 2010(4) 1944210.6c2NYS RegentsNew Visions10.6Base your answers to questions 12 and 13 on the quote below and on your knowledge of social studies.". . . The Communist party of the Soviet Union has been and remains a natural and inalienable part of social forces. Their cooperation will make it possible to attain the ultimate goal of Perestroika: to renew our society within the framework of the socialist choice, along the lines of advance to a humane democratic socialism. . . ."Source Type: SpeechQuestion C.U.Task Model QuestionAuthorExams Used In12. Which leader would most likely have made this statement?(1) Kwame Nkrumah (2) Mohandas Gandhi (3) Benito Mussolini (4) Mikhail Gorbachev 10.6c2NYS Regents10.913. The policy referenced in this quote called “Perestroika” contributed to which of the following historical events?Russian RevolutionCold WarCollapse of the Soviet UnionNuclear Arms Race10.6c7New Visions10.9Unit 10.7- Independence Movements in India and IndochinaStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inIn his book Indian Home Rule, Gandhi asked the question, “Why do you want to drive away the English?” He replied with the following statement:. . . “Because India has become impoverished by their Government. They take away our money from year to year. The most important posts are reserved for themselves. We are kept in a state of slavery. They behave insolently [insultingly] towards us and disregard our feelings. . . .”Source: Mohandas Gandhi, Indian Home Rule, Navajivan Publishing, 1938, reprinted in 1946 (adapted) from the NYS Global History and Geography Regents Exam, June 2004.Based on this excerpt, which statement best describes the author’s point of view?The benefits of British rule outweigh the costs for India.British rule has hurt India and prevented its people from establishing their own economy and government.The British military is too powerful.India and Pakistan should remain one country after the British are driven out.210.7a2NYS RegentsNew Visions10.7Practice ExamIn his book Indian Home Rule, Gandhi asked the question, “Why do you want to drive away the English?” He replied with the following statement:. . . “Because India has become impoverished by their Government. They take away our money from year to year. The most important posts are reserved for themselves. We are kept in a state of slavery. They behave insolently [insultingly] towards us and disregard our feelings. . . .”Source: Mohandas Gandhi, Indian Home Rule, Navajivan Publishing, 1938, reprinted in 1946 (adapted) from the NYS Global History and Geography Regents Exam, June 2004.A historian would find this excerpt most useful forExamining the effects of Belgian rule in the CongoExploring the points of view of Muslims concerning British rule in India Understanding the views of Indian nationalistsExamining the economic benefits of imperialism for British citizens310.7a1NYS RegentsNew Visions10.7Practice ExamIn his book Indian Home Rule, Gandhi asked the question, “Why do you want to drive away the English?” He replied with the following statement:. . . “Because India has become impoverished by their Government. They take away our money from year to year. The most important posts are reserved for themselves. We are kept in a state of slavery. They behave insolently [insultingly] towards us and disregard our feelings. . . .”Source: Mohandas Gandhi, Indian Home Rule, Navajivan Publishing, 1938, reprinted in 1946 (adapted) from the NYS Global History and Geography Regents Exam, June 2004.Which event was an effect of the ideas expressed in this excerpt and the actions taken by Gandhi?Independence for India and PakistanAmritsar MassacreSepoy RebellionEstablishment of the British Raj in India110.7a8NYS RegentsNew Visions10.7Practice ExamUnit 10.7- African Independence and Nationalist MovementsStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used in94. Base your answer to the following question on the maps below and on your knowledge of social studies.Independent Africa, 1950-1980Source: Glenn E. Hughes et al., Practicing World History Skills, Scott, Foresman & Co., 1984 (adapted) from NYS Global History and Geography Regents Exam.Which claim is best supported by the evidence included in these maps?(1) Egypt and Ethiopia are no longer part of Africa. (2) By 1980, most African countries had become independent. (3) By 1950, most of Africa was controlled by Russia or the United States.(4) The Union of South Africa was renamed Namibia.210.7b4NYS RegentsNew Visions10.794. Base your answer to the following question on the maps below and on your knowledge of social studies.Independent Africa, 1950-1980Source: Glenn E. Hughes et al., Practicing World History Skills, Scott, Foresman & Co., 1984 (adapted) from NYS Global History and Geography Regents Exam.Which individuals took actions that contributed to the changes depicted in these maps from 1950 to 1980?(1) Mao Zedong and Deng Xiaoping(2) Mohandas Gandhi and Jawaharlal Nehru(3) Kwame Nkrumah and Jomo Kenyatta(4) Cecil Rhodes and King Leopold III310.7b12NYS RegentsNew Visions10.7Unit 10.7- Apartheid South AfricaStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used in156. Base your answer to the following question on the graphs below and on your knowledge of social studies.Source: Killoran, Zimmer, and Jarrett, The Key to Understanding Global History, Jarrett Publishing Co. from the NYS Global History and Geography Regents Exam. Which claim about 1991 is best supported by the evidence in these charts?(1) the Boers outnumbered the British in South Africa(2) the black population has decreased due to emigration(3) Asians controlled a greater proportion of income in comparison to their population(4) whites controlled the largest amount of income410.10c4NYS RegentsNYS Regents, modified by New Visions10.7156. Base your answer to the following question on the graphs below and on your knowledge of social studies.Source: Killoran, Zimmer, and Jarrett, The Key to Understanding Global History, Jarrett Publishing Co. from the NYS Global History and Geography Regents Exam. What policy most likely influenced the circumstances depicted by these charts?(1) Apartheid(2) Pan-Africanism(3) Communism(4) Zionism110.10c7NYS RegentsNew Visions10.7156. Base your answer to the following question on the graphs below and on your knowledge of social studies.Source: Killoran, Zimmer, and Jarrett, The Key to Understanding Global History, Jarrett Publishing Co. from the NYS Global History and Geography Regents Exam. Which of the following individuals took action to address the issues depicted in these charts?(1) Jomo Kenyatta(2) Nelson Mandela(3) Mao Zedong(4) Cecil Rhodes210.10c14NYS RegentsNew Visions10.7Unit 10.7- Nationalism in the Middle EastStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answers to questions _ and _ on the quotation below and on your knowledge of social studies.". . .The Nazi Holocaust, which engulfed millions of Jews in Europe, proved anew the urgency of the reestablishment of the Jewish state, which would solve the problem of Jewish homelessness by opening the gates to all Jews and lifting the Jewish people to equality in the family of nations. . .."David Ben-Gurion, May 1948This statement is referring to the establishment of which nation?(1) Jordan (2) Poland (3) Israel (4) Ethiopia 310.7c2NYS RegentsNYS Regents10.7Base your answers to questions _ and _ on the quotation below and on your knowledge of social studies.". . .The Nazi Holocaust, which engulfed millions of Jews in Europe, proved anew the urgency of the reestablishment of the Jewish state, which would solve the problem of Jewish homelessness by opening the gates to all Jews and lifting the Jewish people to equality in the family of nations. . .."David Ben-Gurion, May 1948Based on this quote, which statement best describes the author’s point of view?(1) Jewish equality can be achieved without the establishment of Jewish country.(2) The establishment of a Jewish nation led to the Nazi Holocaust.(3) The German government should pay for the establishment of a Jewish state.(4) Jewish people will be more safe and secure if they establish their own nation.410.7c2NYS RegentsNYS Regents10.7Base your answers to questions _ and _ on the quotation below and on your knowledge of social studies.". . .The Nazi Holocaust, which engulfed millions of Jews in Europe, proved anew the urgency of the reestablishment of the Jewish state, which would solve the problem of Jewish homelessness by opening the gates to all Jews and lifting the Jewish people to equality in the family of nations. . .."David Ben-Gurion, May 1948Which of the following was a result of the ideas expressed in this quote?(1) Conflicts over land in the Middle East(2) End of World War II(3) The Cold War(4) Fall of the Berlin Wall110.7c8NYS RegentsNew Visions10.7 Base your answers to questions 14 and 15 on the maps below and on your knowledge of social studies.Source Type: MapQuestion C.U.Task Model QuestionAuthorExams Used In14. The political boundaries shown on the map of the Middle East in the 1910s were the result ofimperialismWorld War IIself determinationBolshevism10.7c7NYS Regents10.915. The changes in political boundaries shown on the maps occurred mainly because ofpopulation growthnationalism economic development communism10.7c7NYS Regents10.9Unit 10.7- Nationalism in China, Communist Revolution, and Deng XiaopingStimulus and QuestionAns.C. U.Task ModelStimulusOriginQuestionOriginUnit Exams Used inBase your answers to questions ___, ___, and __ on the passage below and on your knowledge of social studies.When I was young, the Chairman promised us all food. He promised that we would never go hungry again or be without work; my family was led to a village where we became members of a production team. We worked hard, long hours but we were fed every day. The commune prospered at first, but soon people did not meet their quotas and we did not increase our production. We all received the same amount of rice; it didn't matter how much work we did. With the new Chairman, things are different in our village. The government has given us plots of land to work as our own, though I still put in time as a commune worker. We can now keep the amount we produce above the quota set by the government. This has made most of us work harder and the government quotas are being met for the first time. ––Conversations with a Farmworker (1986) 313. Under the Chairman mentioned in the first paragraph, which economic idea was introduced to increase production?(1) scarcity (2) tax reform (3) capitalism(4) collectivism 410.7d2NYS RegentsNYS Regents modified by New Visions10.7Base your answers to questions ___, ___, and __ on the passage below and on your knowledge of social studies.When I was young, the Chairman promised us all food. He promised that we would never go hungry again or be without work; my family was led to a village where we became members of a production team. We worked hard, long hours but we were fed every day. The commune prospered at first, but soon people did not meet their quotas and we did not increase our production. We all received the same amount of rice; it didn't matter how much work we did. With the new Chairman, things are different in our village. The government has given us plots of land to work as our own, though I still put in time as a commune worker. We can now keep the amount we produce above the quota set by the government. This has made most of us work harder and the government quotas are being met for the first time. ––Conversations with a Farmworker (1986) According to the first paragraph, which is most likely the reason agricultural production quotas were not met?(1) The workers felt threatened by the government. (2) The workers had little to gain by working hard. (3) The workers were hungry and could not work. (4) The workers were young and inexperienced. 210.7d7NYS RegentsNYS Regents10.7Base your answers to questions ___, ___, and __ on the passage below and on your knowledge of social studies.When I was young, the Chairman promised us all food. He promised that we would never go hungry again or be without work; my family was led to a village where we became members of a production team. We worked hard, long hours but we were fed every day. The commune prospered at first, but soon people did not meet their quotas and we did not increase our production. We all received the same amount of rice; it didn't matter how much work we did. With the new Chairman, things are different in our village. The government has given us plots of land to work as our own, though I still put in time as a commune worker. We can now keep the amount we produce above the quota set by the government. This has made most of us work harder and the government quotas are being met for the first time. ––Conversations with a Farmworker (1986) 315. The Chairman mentioned in the first paragraph was most likely(1) Fidel Castro (2) Gamal Abdel Nasser (3) Mohandas Gandhi (4) Mao Zedong 410.7d2NYS RegentsNYS Regents10.7360. Base your answer to the following question on the cartoon below and on your knowledge of social studies.The following cartoon was drawn by Dan Wasserman, an American political cartoonist and was published in the Boston Globe in 1992.Which statement best describes the author’s point of view in this 1992 cartoon?(1) China's government opposes free-trade agreements with Western nations. (2) Deng Xiaoping personally opposed the introduction of capitalism to China. (3) The Chinese Government is more interested in improving trade than in respecting human rights. (4) China's economic system is meeting the needs of its people.310.7d2NYS RegentsNYS Regents, modified by New Visions10.7360. Base your answer to the following question on the cartoon below and on your knowledge of social studies.The following cartoon was drawn by Dan Wasserman, an American political cartoonist and was published in the Boston Globe in 1992.A historian would find this document most useful for(1) Examining the effects of Deng Xiaoping’s economic policies.(2) Understanding how some Americans viewed Chinese policies in the 1990s.(3) Evaluating the effects of Mao Zedong’s Cultural Revolution.(4) Understanding the points of view of young Chinese citizens in the 1990s.210.7d1NYS RegentsNew Visions10.7Base your answers to questions 16 and 17 on the cartoon below and on your knowledge of social studies.Source Type: Political CartoonQuestion C.U.Task Model QuestionAuthorExams Used In16. Which global issue is addressed in this cartoon?(1) human rights (2) environmental pollution (3) ethnic strife (4) Cold War tensions 10.10c4NYS Regents10.917. The point of view of the author of this cartoon is that Deng Xiaoping will be remembered most for the(1) destruction of Western art (2) bloodshed in Tiananmen Square (3) preservation of Chinese historical sites(4) adoption of a capitalist economy10.10c2Q-New VisionsAns-NYS Regents10.9Unit 10.8- UrbanizationBase your answers to questions __, __, and __ on the chart below and on your knowledge of social studies.*Population data for London is from 1991 and 2015. Sources: ; Source Type: Primary TextQuestion C.U.Task Model QuestionAuthorIdentify a central cause for the historical development depicted in the chart.Employment opportunitiesDiseaseNatural disasterGovernment programs10.8a7New VisionsWhich was most likely an effect of the changes depicted in the chart?Increase in rural workersIncreased pollution in urban centersDecrease in the influence of Eastern European countriesMigration from Japan to Bangladesh10.8a8New VisionsWhich of the following issues is most clearly depicted in the chart?MilitarismUrbanizationNationalismSocialism10.8a17New VisionsUnit 10.9- Innovation in Communications TechnologyBase your answers to questions 18 and 19 on the chart below and on your knowledge of social studies..Source: NYS Global History and Geography Regents Exam, June 2000.Source Type: ChartQuestion C.U.Task Model QuestionAuthorExams Used In18. Which conclusion about Internet usage can be drawn from this chart? Developing nations have easier access to the Internet than developed nations do. A high standard of living in a nation is linked to high Internet usage. Internet usage limits international cooperation. Eastern Hemisphere nations use Internet connections more than Western Hemisphere nations do.10.9a4NYS Regents10.919. Which of the following is most likely true since this chart was published?Accessibility to the internet has been limited by governments who were listed under “heavy use.”The number of websites on the internet has remained the same.Internet usage and availability has increased in most of the nations listed on the chart.Internet usage in developing countries has surpassed developed nations.10.9a4New Visions10.9Unit 10.9- GlobalizationBase your answers to questions 20 and 21 on the graph below and on your knowledge of social studies.Source Type: GraphQuestion C.U.Task Model QuestionAuthorExams Used In20. What is a major reason for the trend illustrated by the graph?the fall of communist governments in Eastern Europethe formation of oil cartels, such as the Organization of Petroleum Exporting Countries (OPEC)an increase in global interdependence resulting from modern technology and expanded trade agreementsa general decline in the standard of living for people in developing countries10.9b7NYS Regents10.921. What was one effect of the trend illustrated by the graph?Manufacturing expanded to employ more people around the world.The availability of goods decreased around the world.The supply of natural resources around the world increased. People in Asia became more isolated from the rest of the world.10.9b8New Visions10.9Base your answers to questions 22 and 23 on the chart below and on your knowledge of social studies.Source: Roger A. Arnold, Economics: New Ways of Thinking, EMC Publishing, 2007 (adapted) from the NYS Global History and Geography Regents, January 2017.Source Type: ChartQuestion C.U.Task Model QuestionAuthorExams Used In22. Based on the information in this chart, which country has the highest life expectancy? IrelandJapan Venezuela Greece10.9b4NYS Regents10.923. Which generalization can best be supported using the data in this chart?The more globalized a country is, the more literate its inhabitants are.The more interconnected a country is with other countries, the higher its life expectancy is.The higher population a country has, the more globalized it is.Countries in Europe and Asia have higher life expectancy that countries in South America.10.9b4New Visions10.9Unt 10.9- Global InequityBase your answers to questions 24, 25, and 26 on the map below and on your knowledge of social studies.Source Type: MapQuestion C.U.Task Model QuestionAuthorExams Used In24. Based on this map, which level of per capita income did most countries that were colonized in the 1800s and early 1900s have in 1998?Over $10,000$5,000-$10,000$1,000-$5,000Up to $1,00010.9b4New Visions10.925. Based on this late 20th-century map, which conclusion is accurate?The worldwide distribution of wealth is unequal.Social mobility between social classes is increasing.The communist movement is growing.Economic self-sufficiency in less developed countries is increasing.10.9b4NYS Regents10.926. An economist would find this document most useful for determiningWhy Western European countries are wealthier than Eastern European countriesWhich countries would benefit most from aid programsWhich countries trade with one anotherWho owns the largest companies in each country10.9b1New Visions10.9Unt 10.9- International SecurityBase your answers to questions 27 and 28 on the cartoon below and your knowledge of social studies.Source Type: Political CartoonQuestion C.U.Task Model QuestionAuthorExams Used In27. This political cartoon was most likely created during which historical period?Post-World War II EraAge of ImperialismBetween World War I and World War IIDuring World War II10.9d2New Visions10.928. Which statement best describes the author’s point of view?Nuclear proliferation occurs in all societies.Actions of one nation often affect other nations.Nuclear technology should be limited to the global superpowers.Most governments are critical of India's nuclear tests.10.9d2Q-New VisionsAns-NYS Regents10.9 ................
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