TRANSITION EXAM IN MC & THEMATIC GLOBAL HISTORY …

FOR TEACHERS ONLY

The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

VOLUME

1 OF 2

TRANSITION EXAM IN

MC & THEMATIC

GLOBAL HISTORY AND GEOGRAPHY--GRADE 10

Thursday, January 24, 2019 -- 9:15 a.m. to 12:15 p.m., only

SCORING KEY FOR PART I AND RATING GUIDE FOR PART II (THEMATIC ESSAY)

Updated information regarding the rating of this examination may be posted on the New York State Education Department's web site during the rating period. Visit the site at: and select the link "Scoring Information" for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and several times throughout the Regents Examination period.

Scoring the Part I Multiple-Choice Questions

Follow the procedures set up by the Regional Information Center, the Large City Scanning Center, and/or the school district for scoring the multiple-choice questions. If the student's responses for the multiple-choice questions are being hand scored prior to being scanned, the scorer must be careful not to make any marks on the answer sheet except to record the scores in the designated score boxes. Any other marks on the answer sheet will interfere with the accuracy of scanning.

Multiple Choice for Part I Allow 1 credit for each correct response.

1 ......2...... 2 ......2...... 3 ......1...... 4 ......4...... 5 ......2...... 6 ......3...... 7 ......1......

Part I

8 ......2......

16 . . . . . . 1 . . . . . .

9 ......2......

17 . . . . . . 4 . . . . . .

10 . . . . . . 3 . . . . . .

18 . . . . . . 2 . . . . . .

11 . . . . . . 1 . . . . . .

19 . . . . . . 4 . . . . . .

12 . . . . . . 3 . . . . . .

20 . . . . . . 1 . . . . . .

13 . . . . . . 1 . . . . . .

21 . . . . . . 1 . . . . . .

14 . . . . . . 4 . . . . . .

22 . . . . . . 4 . . . . . .

15 . . . . . . 3 . . . . . .

23 . . . . . . 2 . . . . . .

24 . . . . . . 1 . . . . . . 25 . . . . . . 4 . . . . . . 26 . . . . . . 3 . . . . . . 27 . . . . . . 3 . . . . . . 28 . . . . . . 4 . . . . . . 29 . . . . . . 3 . . . . . . 30 . . . . . . 3 . . . . . .

Copyright 2019 -- The University of the State of New York THE STATE EDUCATION DEPARTMENT Albany, New York 12234

Contents of the Rating Guide

For Part I (Multiple-Choice Questions): ? Scoring Key

For Part II (thematic) essay: ? 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

General: ? Test Specifications ? Web addresses for the test-specific conversion chart and teacher evaluation forms

Mechanics of Rating

The following procedures are to be used in rating essay papers for this examination. More detailed directions for the organization of the rating process and procedures for rating the examination are included in the Information Booklet for Scoring the Transition Regents Examination in Global History and Geography--Grade 10.

Rating the Essay Question

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

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

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

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

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

provided ? Trainer records scores and leads discussion until the raters feel confident enough to move on to

actual rating

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

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

Schools are not permitted to rescore any of the open-ended questions (scaffold questions, thematic essay, DBQ essay) on this exam after each question has been rated the required number of times as specified in the rating guides, regardless of the final exam score. Schools are required to ensure that the raw scores have been added correctly and that the resulting scale score has been determined accurately. Teachers may not score their own students' answer papers.

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Transition Exam in Global History and Geography--Grade 10 Content-Specific Rubric Thematic Essay January 2019

Theme: Movement of People--Migration

Throughout history, different groups of people voluntarily migrated or were forced to migrate. Their migrations became permanent relocations. These migrations had various effects on societies and regions.

Task:

Select two migrations and for each ? Describe the historical circumstances leading to the permanent relocation of a group ? Discuss the effects this group's permanent relocation had on a society and/or region

You may use any migration from your study of global history and geography. Some suggestions you might wish to consider include rural-to-urban migration in Great Britain, Jews to Palestine or Israel, Hindus/Muslims to India/Pakistan, the city people of Cambodia to the countryside, and Africans to Europe in the 20th and 21st centuries.

You are not limited to these suggestions.

You may not use the migrations of Hindus and Muslims between India and Pakistan as two separate migrations.

Do not use a migration within the United States in your answer.

Scoring Notes:

1. This thematic essay has a minimum of six components (discussing the historical circumstances leading to the migrations and permanent relocations of two groups and at least two effects each group's permanent relocation had on a specific society and/or region).

2. Whether a migration was forced or was voluntary does not have to be stated as long as it is implied.

3. The historical circumstances may be the same for different migrations, but the facts and details will vary, e.g., economic reasons for rural-to-urban migrations in Great Britain and for the migration of Africans to Europe in the 20th and 21st centuries or political reasons for the migration of Jews to Palestine/Israel and for the migration of Hindus/Muslims to India/Pakistan.

4. The effects on a society or region may be similar; however, the facts and details will vary, e.g., the rise of a labor force as a consequence of migration in Great Britain and to the Americas.

5. The effects of the migration may be immediate or long term. 6. The effects of the migration may be discussed from a variety of perspectives as long as the

position taken is supported by accurate historical facts and examples. 7. If more than two migrations are discussed, only the first two may be scored.

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Score of 5: ? Thoroughly develops all aspects of the task evenly and in depth by discussing the historical

circumstances leading to the migrations and permanent relocations of two groups and at least two effects each group's permanent relocation had on a specific society and/or region ? Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g., Hindus/Muslims to India/Pakistan: connects the partition of India following independence from Britain and long-standing religious conflict to the creation of new nations with disputed borders and continued conflict between a number of ethnic and religious groups; Jews to Palestine/Israel: connects anti-Semitism in Europe, Zionism, and the Holocaust to the inability of the Palestinian region to accommodate the mass influx of Jews that led to the loss of property and power by Palestinians, their displacement, and decades of tension and violence in the region ? Richly supports the theme with relevant facts, examples, and details, e.g., Hindus/Muslims to India/Pakistan: Kashmir, Gandhi, Jinnah, Muslim League, Nehru, border tensions, Indian National Congress; Jews to Palestine/Israel: ghettos; pogroms; Theodor Herzl; Balfour Declaration; British mandate; United Nations partition plan; Israeli wars of independence; refugee camps; West Bank; two-state solution ? 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 all aspects of the

task for one migration more thoroughly than for the other or by discussing one aspect of the task less thoroughly than the others ? Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g., Hindus/Muslims to India/Pakistan: discusses Indian independence which resulted in HinduMuslim conflict and the creation of the new states of India and Pakistan with conflict along the border; Jews to Palestine/Israel: discusses the Holocaust and the Final Solution and its relation to the creation of the State of Israel as a homeland for the Jews, the consequence of Palestinians becoming refugees, and generations of conflict between the Israelis and the Palestinians ? Supports the theme with relevant facts, examples, and details ? Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme

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

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

may be a restatement of the theme

Note: If all aspects of the task have been thoroughly developed evenly and in depth for one migration and if the response meets most of the other Level 5 criteria, the overall response may be a Level 3 paper.

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

depth ? Is primarily descriptive; may include faulty, weak, or isolated application or analysis ? 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

*The term create as used by Anderson/Krathwohl, et al. in their 2001 revision of Bloom's Taxonomy of Educational Objectives refers to the highest level of the cognitive domain. This usage of create is similar to Bloom's use of the term synthesis. Creating implies an insightful reorganization of information into a new pattern or whole. While a Level 5 paper will contain analysis and/or evaluation of information, a very strong paper may also include examples of creating information as defined by Anderson and Krathwohl.

All sample student essays in this rating guide are presented in the same cursive font while preserving actual student work, including errors. This will ensure that the sample essays are easier for raters to read and use as scoring aids.

Raters should continue to disregard the quality of a student's handwriting in scoring examination papers and focus on how well the student has accomplished the task. The contentspecific rubric should be applied holistically in determining the level of a student's response.

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Anchor Paper ? Thematic Essay--Level 5 ? A

Throughout history, humans have been migrating to different regions often in the hopes of seeking political or economical improvements. There are sometimes catalysts which can provoke such migrations including warfare, or a desire to achieve a nationalistic goal. During the 20th century, many regions experienced mass migrations. Several of these corresponded with the fall of the British Empire. Great Britian endured the end of their authority in India and Pakistan and also became entangled in the Jewish state of Israel. Both the Jewish migration to Palestine and the Hindu/Muslim migration to India/Pakistan were caused by a desire to achieve independent states, which resulted into violent conflicts and unstable governments.

For a number of centuries, the Jewish population had been without their own nation. This began with the Jewish diaspora, which was the spread of the Jewish people throughout Europe. Long-standing antiSemitism continued for centuries, contributing to the discrimination and persecution of Jews at various times throughout Europe. In the 1800s, Theodor Herzel spread the idea of zionism, or the belief that the Jews should once again have a homeland of their own. During World War I, the English offered the Jews a settlement in Palestine, in exchange for their support as allies. This was supported by the Balfour Declaration but it conflicted with England's other promises regarding the Middle East. Treaties such as the McMahon-Hussein Correspondence promised the Arabs some land while Sykes-Picot Treaty assured the French some land as well. These series of agreements led to the Mandate system. Jewish migration continued and increased following the Holocaust in World War II. Public opinion worldwide, following the atrocities committed under Nazi Germany, helped foster the creation

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Anchor Paper ? Thematic Essay--Level 5 ? A

of the state of Israel. In 1948, the Jews received independence while the British government forces left Palestine.

As a result, Jewish and Palestinian rebel groups began to fight, raising tensions between the new state and its neighbors. In the decades to follow, the Arabs and the Israelis engaged in a bitter battle over land. For example, in the 1967 Six Day War, Israeli troops seized the West Bank, Gaza Strip, and parts of Jerusalem from Syria, Egypt, and Jordan. The increasing rate of illegal Jewish settlements also escalated the tension between Jews and Arabs in Palestine. In the early 2000's, Israeli forces built the West Bank Barrier as a method to protect their own Jewish population. However, this technique isolated the Palestinians, removing resources as well as limiting necessities from the people living in that area. Currently, there is still no lasting peace between the Jews and the Arabs. Animosity and weapons continued to fuel conflict in the region.

In the early 1900's , India was seeking independence from Great Britain. For centuries under England's imperial rule, the Indian population was subjected to exploitation often due to Britain's desire to obtain raw materials. During this time Mohandas Gandhi, a former lawyer, became a prominent leader of the Indian nationalistic movement. Gandhi applied the methods of nonviolence and civil disobedience, such as peacefully protesting and boycotts. One way in which the Indian people boycotted British goods was the Homespun Movement. Gandhi encouraged people to burn all their British made textiles and wear only Indian made clothing. Also, when the British prohibited the Indian population from producing their own salt, Gandhi lead the Salt March, which brought him and a mass of followers to the

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Anchor Paper ? Thematic Essay--Level 5 ? A

Indian Ocean to harvest their own salt in an act of defiance. With concerns among the Muslim minority over their voice in Indian government, Muhammad Ali Jinnah pushed successfully for the partition of India and the creation of an independent Pakistan.

Eventually, the English left the subcontinent after officially creating the independent states of India and Pakistan. This resulted in massive migrations of both Hindus and Muslims seeking to settle in the nations that held their prevailing religious ideals. However, this transition proved at times deadly due to widespread violence during the mass migration, frequently due to conflicts between Hindus and Muslims along the migration routes. Shortly afterwards, Gandhi was assassinated by a Hindu extremist, who was angered by Gandhi's desire to achieve peace between religious groups. Although India and Pakistan became independent states, both suffered due to continued conflict. For one thing, both countries had to deal with millions of displaced refugees, which strained the resources of both countries. Bad feelings created by the violence of the partition contributed to unfriendly relations between India and Pakistan, which have experienced such tensions that several wars have broken out between them. The border state of Kashmir, which was claimed by both countries, has been at the center of a lot of the conflict. The legacy of the partition and migration of these groups is still an issue.

Jewish migration to Palestine/Israel and the Hindu/Muslim migration to India/Pakistan allowed them to form their own independent countries. However, due to ethnic tensions and territorial disputes, violent conflict erupted, with millions of causalities. Migrations can sometimes lead to unpredictable outcomes due to the

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