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2025 (Jan.): NY Regents - Global History & Geography II

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36 questions
Base your answers to questions 1 and 2 on the passage below and on your knowledge of social studies.
. . . To see to it that the daimyo obeyed bakufu [shogunate] orders, the shogun had his own inspectors. He also kept the daimyo under surveillance by requiring them to spend alternate years in residence in Edo. When they returned to their domains, they had to leave their wives and children behind. This system of alternate attendance (sankin kōtai) forced the daimyo to spend large sums traveling back and forth with their retinues [attendants] and to maintain suitably elaborate residences in Edo. They were also called on to support public projects such as waterworks or the repair of the shogun's castle at Edo, but such extractions [demanded contributions] were not as burdensome as the constant expense of alternate attendance. This requirement turned Edo into the capital not only of the bakufu but of all Japan. . .
Source: Schirokauer and Clark, Modern East Asia, Thomson Wadsworth, 2004
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10.1.a.ii
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10.1.a.ii
Base your answers to questions 3 and 4 on the passage below and on your knowledge of social studies.

. . . India, in the eighteenth century, was an empire ready to be conquered. This vast continent, so rich in resources of every kind, was divided into many states, colonized on the edges, and constantly rent [torn] by war. By the 1730s, the Mogul [Mughal] Empire, which had once ruled two-thirds of its land area, had collapsed; new states had arisen in great numbers; older states, once subordinated to the empire, had recovered their full independence. And then there were the foreigners.
Some, like the Portuguese in Goa, really did not matter: they controlled a port and its immediate hinterland [back country] in order to trade – in spices, rice, ivory, precious stones, rare tropical woods, and silk – and that was the limit of their ambition. Others, like the French, had once hoped to have an empire in India, but Great Britain had defeated them during the Seven Years’ War (1756-1763), and they had been left with a mere five ports. There remained the British, or rather that oddest of entities, the East India Company. . . .
Source: Olivier Bernier, The World in 1800, John Wiley & Sons, 2000
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10.1.b.i
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10.1.b.i
Base your answers to questions 5 and 6 on the cartoon below and on your knowledge of social studies.
Source: Bertram A. Fitzgerald Jr., Ed., The Saga of Toussaint L'Ouverture and The Birth of Haiti. Fitzgerald Publishing Company, 1966.
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10.2.a.i
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10.2.c.ii
Base your answer to question 7 on the map below and on your knowledge of social studies.
Source: Historical Maps on File, Martin Greenwald Associates, 1984 (adapted)
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10.2.d.i
Base your answers to questions 8 and 9 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, H. Fisher, R. Fisher, and P. Jackson, 1835
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10.3.b.i
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10.3.d.ii
Base your answers to questions 10 and 11 on the passage below and on your knowledge of social studies.

Chinua Achebe was an author from Nigeria.
Does the white man understand our custom about land?”“How can he when he does not even speak our tongue?”But he says that our customs are bad; and our own brothers who have taken up his religion also say that our customs are bad. How do you think we can fight when our own brothers have turned against us? The white man is very clever. He came quietly and peaceably with his religion. We were amused at his foolishness and allowed him to stay. Now he has won our brothers, and our clan can no longer act like one. He has put a knife on the things that held us together and we have fallen apart.”
Source: Chinua Achebe, Things Fall Apart, Anchor Books“
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10.4.a.i
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10.4.a.i
Base your answers to questions 12 and 13 on the cartoon below and on your knowledge of social studies.
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10.5.a.i
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10.5.a.i

The Doormat.



Source: David Low, Evening Standard, January 19, 1933 (adapted)
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10.5.c.i
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10.5.c.i
Base your answers to questions 16 and 17 on the cartoon below and your knowledge of social studies.
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10.5.d.ii
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10.5.d.ii
Base your answer to question 18 on the headlines below and your knowledge of social studies.
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10.6.b.i
Base your answers to questions 19 and 20 on the cartoon below and on your knowledge of social studies.

Source: Edmund Valtman, Waterbury Republican, 1991
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10.6.c.ii
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10.6.c.i
Base your answers to questions 21 and 22 on the passage below and on your knowledge of social studies.
Source: Kwame Nkrumah, The Autobiography of Kwame Nkrumah, Thomas Nelson and Sons, 1957
…I reminded the people that our land was our own and that we did not want to continue to live in slavery and under exploitation and oppression; that it was only under full self-government that we would be in a position to develop the country so that our people could enjoy the comforts and amenities of modern civilization. I explained to them the necessity for backing our demand for self-government with a programme of positive action employing legitimate agitation, newspaper and political educational campaigns and the application of strikes, boycotts and non-cooperation based on the principle of non-violence. I advised against diplomacy and deception as I pointed out to them that the British, as past masters themselves of diplomatic tactics, would far prefer to have from us frankness and firmness. A policy of collaboration and appeasement would get us nowhere in our struggle for immediate self-government….
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10.7.b.i
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10.7.a.i
Base your answers to questions 23 and 24 on the passage below and on your knowledge of social studies.
...India's partition and the conflict over Kashmir, a Muslim-majority princely state ruled by a Hindu dynasty, were driven by local interests and philosophy, including the two-nation theory, which held that the Muslims of British India should be granted their own country, Pakistan. According to Muhammad Ali Jinnah, the founder of Pakistan:“Hindus and Muslims belong to two different religious philosophies, social customs and literary traditions. They neither intermarry nor eat together, and indeed they belong to two different civilizations which are based mainly on conflicting ideas and conceptions.”This view of Hindus and Muslims belonging to two different civilizations is problematic for many modern thinkers, who seek in the British Raj an explanation for the subcontinent’s divides. Was the divide – the different social customs and philosophies that Jinnah referred to – the result of a colonial plot? Or is there a deeper civilizational divide?...
Source: Akhilesh Pillalamarri, “The Origins of Hindu-Muslim Conflict in South Asia,” The Diplomat, March 16, 2019
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10.7.a.i
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10.7.a.i
Base your answers to questions 25 and 26 on the passage below and on your knowledge of social studies.
...The new Turkish Constitution, based on the principle of national sovereignty adopted in April 1924; the “new order” now had its legal frame. In November 1925 Western headgear was officially adopted. The religious orders and their premises were banned during the same month. In December 1925 a new law established the Western calendar and time system which were to be effective as of January 1926. A new civil code, inspired by the Swiss code was enacted in February, transforming the legal basis of marriage, family and property...
In April 1928, Article 2 of the Constitution of 1924, which stipulated that Islam was the official religion of the Turkish State, was annulled. Latin numbers were adopted in May 1928, and the Latin alphabet, replacing the Arabic alphabet, in November of the same year...
Source: “Atatürk’s Reforms,” The Turkish Yearbook of International Relations, Ankara University Press, 1979
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10.8.b.i
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10.8.b.i
Base your answer to question 27 on the cartoon below and on your knowledge of social studies.


Source: Denny Pritchard, Ottawa Citizen, 1995
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10.10.b.ii
Base your answer to question 28 on the article below and on your knowledge of social studies.

...In December, [Wael] Ghonim, who has since moved to Silicon Valley, posted a TED talk about what went wrong. It is worth watching and begins like this: "I once said, 'If you want to liberate a society, all you need is the Internet.' I was wrong. I said those words back in 2011, when a Facebook page I anonymously created helped spark the Egyptian revolution. The Arab Spring revealed social media's greatest potential, but it also exposed its greatest shortcoming. The same tool that united us to topple dictators eventually tore us apart." ...
Source: Thomas L. Friedman, "Social Media: Destroyer or Creator?," New York Times. February 3, 2016
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10.9.a.i
Part II

These questions are based on the accompanying documents and are designed to test your ability to work with historical documents. Each Constructed Response Question (CRQ) Set is made up of 2 documents. Some of these documents have been edited for the purposes of this question. Keep in mind that the language and images used in a document may reflect the historical context of the time in which it was created.

In developing your answers to Part II, be sure to keep these explanations in mind:

Identify—means to put a name to or to name.
Explain—means to make plain or understandable; to give reasons for or causes of; to show the logical development or relationship of something.

Short-Answer CRQ Set 1 Structure
• Question 29 uses Document 1 (Context)
• Question 30 uses Document 2 (Source)
• Question 31 uses Documents 1 and 2 (Relationship between documents)

Short-Answer CRQ Set 2 Structure
• Question 32 uses Document 1 (Context)
• Question 33 uses Document 2 (Source)
• Questions 34a and 34b use Documents 1 and 2 (Relationship between documents)

CRQ Set 1 Directions (29–31): Analyze the documents and answer the short-answer questions that follow each document in the space provided.
Base your answer to question 29 on Document 1 below and on your knowledge of social studies.

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10.4.a.ii
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Question 30
30.

10.4.a.ii
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10.4.a.ii
CRQ Set 2 Directions (32–34b): Analyze the documents and answer the short-answer questions that follow each document in the space provided.

Base your answer to question 32 on Document 1 and on your knowledge of social studies.

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10.10.c.iii
Base your answer to question 33 on Document 2 below and on your knowledge of social studies.

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10.10.c.iii
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Question 1
1.

Question 2
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Question 3
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Question 4
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Question 5
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Question 6
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Question 7
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Question 8
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Question 9
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Question 10
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Question 11
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Question 12
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Question 13
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Question 14
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Question 15
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Question 16
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Question 17
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Question 18
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Question 19
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Question 20
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Question 21
21.

Question 22
22.

Question 23
23.

Question 24
24.

Question 25
25.

Question 26
26.

Question 27
27.

Question 28
28.

Question 29
29.

Explain the geographic context for the developments shown on this map. [1]

Based on this excerpt, explain how this article shows bias in its description of the I Ho Ch'uan. [1]
Base your answer to question 31 on both Documents 1 and 2 and on your knowledge of social studies.

Cause—refers to something that contributes to the occurrence of an event, the rise of an idea, or the bringing about of a development.

Effect—refers to what happens as a consequence (result, impact, outcome) of an event, an idea, or a development.
Question 31
31.

Identify and explain a cause-and-effect relationship between the events and/or ideas found in these documents. Be sure to use evidence from both Documents 1 and 2 in your response. [1]

Question 32
32.

Explain the historical circumstances that led to the situation shown in this photograph. [1]

Question 33
33.

Based on this excerpt, explain how the intended audience affects what de Klerk includes in his speech. [1]

Base your answers to questions 34a and 34b on both Document 1 and 2 below and on your knowledge of social studies.

Turning point—is a major event, idea, or historical development that brings about significant change. It can be local, regional, national, or global.

34a–34b Using evidence from both Documents 1 and 2 and your knowledge of social studies:
Question 34
34.

Using evidence from both Documents 1 and 2 and your knowledge of social studies:
a) Identify a turning point directly associated with the historical developments found in both Documents 1 and 2. [1]
b) Explain how the turning point you identified created significant change, using evidence from both Documents 1 and 2. [1]

Part III (Question 35) ENDURING ISSUES ESSAY

This question is based on the accompanying documents. The question is designed to test your ability to work with historical documents. Some of these documents have been edited for the purposes of this question. As you analyze the documents, take into account the source of each document and any point of view that may be presented in the document. Keep in mind that the language and images used in a document may reflect the historical context of the time in which it was created.

Directions: Read and analyze each of the five documents and write a well-organized essay that includes an introduction, several paragraphs, and a conclusion. Support your response with relevant facts, examples, and details based on your knowledge of social studies and evidence from the documents.

An enduring issue is a challenge or problem that has been debated or discussed across time. An enduring issue is one that many societies have attempted to address with varying degrees of success.

Task:
• Identify and explain an enduring issue raised by this set of documents
• Argue why the issue you selected is significant and how it has endured across time using your knowledge of social studies and evidence from the documents

In your essay, be sure to
• Identify the enduring issue based on a historically accurate interpretation of at least three documents
• Explain the issue using relevant evidence from at least three documents
• Argue that this is a significant issue that has endured by showing:
– How the issue has affected people or has been affected by people
– How the issue has continued to be an issue or has changed over time
• Include relevant outside information from your knowledge of social studies

In developing your answer to Part III, be sure to keep these explanations in mind:
Identify—means to put a name to or to name.
Explain—means to make plain or understandable; to give reasons for or causes of; to show logical development or relationship of something.
Argue—means to provide a series of statements that provide evidence and reasons to support a conclusion.
Question 35
35.

Directions: Read and analyze each of the five documents and write a well-organized essay that includes an introduction, several paragraphs, and a conclusion. Support your response with relevant facts, examples, and details based on your knowledge of social studies and evidence from the documents.

(Document 5 is with Document 4 at the left)

Question 36
36.

Optional Planning Page

A historian would find this passage most useful for understanding the
obligations of the daimyo under the Tokugawa shogun
design of public projects in the Tokugawa period
inspections conducted by the daimyo during the Tokugawa period
foreign policy concerns of the Tokugawa shogun
Which claim can best be supported by this passage?
Regulations established by the shogun limited the size of Edo.
The primary role of the daimyo was keeping the shogun under surveillance.
Service to the shogun often required personal sacrifice.
The daimyo and the shogun were equal partners in the governance of Japan.
What impact did the situation described in this passage have on Mughal rule?
Mughal political and economic authority became more centralized.
Foreign influence in India led to the Mughals’ loss of territorial control.
The Mughals led successful resistance efforts against French interference.
Competition between European countries brought increased stability to the Mughals.
This passage could best be used by historians to address the
peaceful coexistence between Hindus and Muslims
social effects of urbanization and industrialization in India
relationship between European migration and the spread of disease
shifting balances of power and trade in India
What influenced the actions of the Haitian people in this cartoon?
the adoption of Marxist ideas by revolutionaries in Haiti
the spread of Enlightenment ideas to Haiti
the rebellions in the Spanish colonies led by Bolívar
the weakening of the Catholic Church in Latin America
What was a major result of the situation depicted in this cartoon?
Toussaint L'Ouverture led a revolution to win independence for the people of Haiti.
Napoleon formed an alliance with Toussaint L'Ouverture to jointly rule Haiti.
The French monarchy granted rights to Haiti without any blood being shed.
The French Whites in Haiti formed a new government that abolished slavery.
Which concept most influenced the major changes shown on this map?
universal suffrage
isolationism
emancipation of serfs
nationalism
Which claim is best supported by this passage?
There are many diverse cultures in England because it is near the Atlantic Ocean.
The proximity of England to Germany makes it vulnerable to invasion.
England has many economic advantages because of its island location.
England is isolated from overseas trade networks.
Which turning point is most closely associated with the geographic context described in this passage?
The Industrial Revolution
The Great Depression
The Russian Revolution
World War I
Which event most influenced the situation being described in this passage?
the Berlin Conference
World War II
the Congress of Vienna
the Treaty of Versailles
For which purpose could this passage best be used?
to show the perspective of indigenous people during the time period
to provide a primary source of information to explain events during the Cold War
to give an example of resistance methods that can be modeled to other societies
to develop policies of religious toleration and consideration of traditional cultures
Which event occurred as a result of the situation illustrated in this cartoon?
the sinking of unarmed ships by France
the installation of the Weimar government
the rejection of the Treaty of Versailles
the assassination of the archduke of Austria
Based on this cartoon, which statement best describes the cartoonist’s point of view?
European militarism prevented conflict.
European peace relied on collective security.
A system of European alliances caused the escalation of tension in Europe.
Serbia was able to avoid getting involved with other European countries.
Which situation is considered a cause of the events depicted in this cartoon?
the German invasion of Poland
the policy of self-determination stated by the League of Nations
the failure of secret treaties created after World War I
the League of Nations’ inability to control aggressor nations
Which claim about the League is best supported by this cartoon?
It allowed Japan to invade Manchuria without any form of retaliation.
It supported Japan’s invasion of Manchuria by supplying troops.
It attacked Japan after the invasion of Manchuria, but lost the battles.
It failed to include Great Britain in the original charter.
What led most directly to the situation depicted in this cartoon?
the reluctance of Europeans to get drawn into another war
international support for German militarism
the success of European peacemaking
the Allies' demand for German war reparations
What was an immediate effect of the actions depicted in this cartoon?
The United States entered World War II
The Nazis proceeded to take over new territory
Wilson's Fourteen Points allowed Germany to rebuild its military
Nazi leaders were tried for crimes against humanity at Nuremberg
Which generalization about the Cold War is best supported by these headlines?
It prevented outbreaks of violence.
It led to direct military conflict between the U.S. and the Soviet Union.
It impacted various countries and regions throughout the world.
It required intervention by the United Nations,
Which event is being depicted in this cartoon?
the rule of Czar Nicholas II
the creation of the International Criminal Court
the collapse of the Soviet Union
the decrease in the power of the Orthodox church
Which policy most directly contributed to the situation shown in this cartoon?
Lenin’s New Economic Policy
Stalin’s Five-Year Plans
Deng’s Four Modernizations
Gorbachev’s policy of glasnost
Which claim is most plausible based on the information in this passage?
Britain avoided diplomacy in dealing with Africans.
Kwame Nkrumah wanted independence from Britain.
Self-government for European colonies only required education.
European powers encouraged colonial demands for freedom.
Which leader used similar methods as those described in this passage?
Ho Chi Minh
Mao Zedong
Mohandas Gandhi
Ayatollah Khomeini
Which claim about the need to create Pakistan is best supported by this passage?
Concerns about the loss of shared Muslim and Hindu traditions need to be considered.
Local residents should determine whether Kashmir is controlled by Muslims or Hindus.
The cultural identity of Muslims is unique and separate from that of Hindus.
Muslims and Hindus could not live in harmony without colonial assistance.
Based on this passage, some modern thinkers believed the continuing tensions between Hindus and Muslims on the Indian subcontinent were caused by the
secular beliefs of India’s leaders
policies of the British Raj
philosophies of Buddhist Monks
social customs in Hindu temples
What inference about Atatürk is best supported by this passage?
He was a strict believer of Adam Smith’s ideas.
He supported westernization.
He opposed secularization.
He based his ideas on key concepts of Sharia law.
The policies being described in this passage are a result of the
Iranian Revolution
fall of the Ottoman Empire
Mughal victory during World War I
Mandate System following World War II
Which statement best describes this cartoonist’s point of view of the United Nations (UN)?
The United Nations peacekeeping system is broken.
People are safe because of United Nations peacekeeping efforts.
Walls are the most effective United Nations peacekeeping tool.
United Nations peacekeeping efforts are supported by many people.
Which claim about the internet can be best supported by this article?
It is slower than traditional means of communication.
It is only favored by young, urban individuals.
It is always an accurate source of information.
It can be used to promote different political ideologies.