GLOBAL HISTORY AND GEOGRAPHY

FOR TEACHERS ONLY

The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

GLOBAL HISTORY AND GEOGRAPHY

Wednesday, June 13, 2007 -- 1:15 to 4:15 p.m., only

SCORING KEY AND RATING GUIDE

Updated information regarding the rating of this examination may be posted on the New York State Education Department's web site during the rating period. Visit the site and select the link "Examination Scoring Information" for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and at least one more time before the final scores for the examination are recorded.

Contents of the Rating Guide

For both Part II (thematic) and Part III B (DBQ) essays: ? A content-specific rubric ? Prescored answer papers. Score levels 5 and 1 have two papers each,

and score levels 4, 3, and 2 have three papers each. They are ordered by score level from high to low. ? Commentary explaining the specific score awarded to each paper ? Five prescored practice papers

For Part III A (scaffold or open-ended questions): ? A question-specific rubric

Mechanics of Rating

The following procedures are to be used in rating papers for this examination. More detailed directions for the organization of the rating process and procedures for rating the examination are included in the Information Booklet for Administering and Scoring the Regents Examination in Global History and Geography and United States History and Government.

Copyright 2007 The University of the State of New York THE STATE EDUCATION DEPARTMENT

Albany, New York 12234

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Global History and Geography

June 13, 2007

Part I

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GLOBAL HISTORY and GEOGRAPHY

Scoring the Part I Multiple-Choice Questions

On the detachable answer sheet, indicate by means of a checkmark each incorrect or omitted answer to multiple-choice questions; do not place a checkmark beside a correct answer. Use only red ink or red pencil. In the box provided on the answer sheet, record the number of questions the student answered correctly in Part I.

Rating the Essay Questions

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

Introduction to the task-- ? Raters read the task ? Raters identify the answers to the task ? Raters discuss possible answers and summarize expectations for stu-

dent responses

Introduction to the rubric and anchor papers-- ? Trainer leads review of specific rubric with reference to the task ? Trainer reviews procedures for assigning holistic scores, i.e., by

matching evidence from the response to the rubric ? Trainer leads review of each anchor paper and commentary

Practice scoring individually-- ? Raters score a set of five papers independently without looking at the

scores and commentaries provided ? Trainer records scores and leads discussion until the raters feel confi-

dent enough to move on to actual rating

(2) When actual rating begins, each rater should record his or her individual rating for a student's essay on the rating sheet provided, not directly on the student's essay or answer sheet. The rater should not correct the student's work by making insertions or changes of any kind.

(3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that differ by more than one point.

Rating the Scaffold (open-ended) Questions

(1) Follow a similar procedure for training raters. (2) The scaffold questions need only be scored by one rater. (3) The scores for each scaffold question may be recorded in the student's

examination booklet.

The scoring coordinator will be responsible for organizing the movement of papers, calculating a final score for each student's essay, recording that score on the student's Part I answer sheet, and determining the student's final examination score. The chart located at the end of these scoring materials must be used for determining the final examination score.

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Global History and Geography Content-Specific Rubric Thematic Essay June 2007

Theme: Political Change Often, governments implement policies in an attempt to change society

Task:

Choose one example from global history where a government attempted to change society and ? Describe the change the government wanted to bring about ? Explain why the government wanted to make this change ? Describe one specific policy the government used to try to bring about this change ? Discuss the extent to which this change was achieved

You may use any example of governmental change from your study of global history. Some suggestions you might wish to consider include efforts to strengthen the Empire of Mali under Mansa Musa, Reformation in England under Henry VIII, westernization of Russia under Peter the Great, Reign of Terror during the French Revolution under Robespierre, Meiji Restoration in Japan under the Emperor Meiji, modernization of Turkey under Atat?rk, five-year plans in the Soviet Union under Joseph Stalin, fascism in Italy under Benito Mussolini, and oil policies in Venezuela under Hugo Ch?vez. Although you are not limited to these suggestions, you may not use communism under Mao Zedong or Deng Xiaoping as your example of governmental change.

Do not use an example of governmental change in the United States as your answer.

Scoring Notes:

1. This thematic essay has a minimum of four components (a change the government wanted to bring about, the reason the government wanted to make this change, a specific policy the government used to bring about this change, and the extent to which the change was achieved).

2. In some instances, some components of the task may be treated simultaneously, e.g., the description of the specific policy the government used to try to bring about change may be combined with the discussion of the extent to which the change was achieved.

3. The policy the government used to bring about change may be identified by name (perestroika), by the name of a leader (Gorbachev), or by intent (to restructure the Soviet economy).

4. The description of a specific policy the government used to bring about change may take the form of a description of the specific elements of the policy.

5. No credit may be assigned to a response using the Chinese government under Mao Zedong or Deng Xiaoping as its focus.

6. As is the case with many historical topics, the extent to which a change was achieved is subject to point of view. The response may discuss the extent to which a change was achieved from a variety of perspectives as long as the position taken is supported by accurate historical facts and examples.

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Score of 5: Thoroughly develops all aspects of the task evenly and in depth by describing the change in society

a government wanted to bring about, explaining why the government wanted to make this change, describing one specific policy the government used to bring about this change, and discussing the extent to which the change was achieved Is more analytical than descriptive (analyzes, evaluates, and/or creates information), e.g., modernization of Turkey under Atat?rk: illustrates the depth and breadth of Atat?rk's reforms in making Turkey into a modern secular state after World War I; complete separation of church and state by replacing Islamic law with laws modeled after European nations such as Great Britain and France; changing status for Turkish women by granting political rights such as voting and the right to run for political office; replacing traditional Islamic religious schools with secular public schools in which the traditional Islamic curriculum was replaced; introducing a new Turkish alphabet that greatly boosted the literacy rate; makes connections to issues in Turkey today such as the place and role of Islam and the relationship of Turkey to Europe Richly supports the theme with relevant facts, examples, and details, e.g., modernization of Turkey under Atat?rk: Ottoman Empire; Young Turks; Turkish nationalism; secular state; Republic of Turkey; Father of Turkey; westernization; suffrage Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme

Score of 4: Develops all aspects of the task but may do so somewhat unevenly by discussing one aspect of the

task less thoroughly than the other aspects of the task Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information), e.g.,

modernization of Turkey under Atat?rk: changing the remnants of the Ottoman Empire into the modern secular state of Turkey; replacing Islamic law with a legal code based on a European model; replacing Islamic traditions with western practices; legacy of Atat?rk in the society and the government that he shaped remains fundamentally unchanged Supports the theme with relevant facts, examples, and details Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme

Note: At score levels 5 and 4, all four components of the task should be developed.

Holistic Scoring Reminder: This note applies only to the evaluation of bullet 1.

Score of 3: Develops all aspects of the task with little depth or develops at least three aspects of the task in

some depth Is more descriptive than analytical (applies, may analyze, and/or evaluate information) Includes some relevant facts, examples, and details; may include some minor inaccuracies Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that

may be a restatement of the theme

Note: If at least two components have been thoroughly developed evenly and in depth, and the response meets most of the other Level 5 criteria, the overall response may be considered a Level 3 paper.

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Score of 2: Minimally develops all aspects of the task or develops at least two aspects of the task in some

depth Is primarily descriptive; may include faulty, weak, or isolated application or analysis Includes few relevant facts, examples, and details; may include some inaccuracies Demonstrates a general plan of organization; may lack focus; may contain digressions; may not

clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion Score of 1: Minimally develops some aspects of the task Is descriptive; may lack understanding, application, or analysis Includes few relevant facts, examples, or details; may include inaccuracies May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion Score of 0: Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts, examples, or details; OR includes only the theme, task, or suggestions as copied from the test booklet; OR is illegible; OR is a blank paper

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