2019 (Jun.): NY Regents - Global History & Geography II

Last updated 3 months ago

36 questions

2019 (Jun.): NY Regents - Global History & Geography II

Last updated 3 months ago

36 questions

Part I
Directions (1–28): For each statement or question, choose the word or expression that, of those given, best completes the statement or answers the question.

Base your answers to questions 1 and 2 on the passage below and on your knowledge of social studies.

In the very heart of Tokyo sits the imperial palace, site of the former Edo Castle. Inside a colossal moat with ramparts that dwarf anything seen in Europe, vast open spaces enclose the last fragments of one of the world’s most imposing seventeenth-century monuments. Across the globe in France, Louis XIV’s palace and gardens of Versailles form a similar impression of artificial mastery of nature and society. Miles of formal gardens punctuated [decorated] with fountains and statuary surround a palace known for its cold magnificence, with the entire ensemble of town, palace, and park orienting itself around a single, central focal point: the Sun King’s bedroom. Each complex symbolizes a system of power. Edo evokes [brings to mind] the Tokugawa rule by status, which decreed that the daimyo lords, who were themselves forced to spend alternate years in Edo away from their regional domains, lived administratively and spatially segregated from the various other categories of subjects, all ranged in a pattern of residential sectors spiraling around the castle. Versailles, in similar fashion, bespeaks [indicates] the domestication of the French aristocracy in a “gilded cage,” where they scrambled for favors while the Sun King undermined their authority and deprived them of their independence.    
— William Beik, “Louis XIV and the Cities,” Edo and Paris: Urban Life and the State in the Early Modern Era, Cornell University Press, 1994

10.1.a.iii

10.1.a.ii

Base your answers to questions 3 and 4 on the documents below and on your knowledge of social studies.

10.2.b.i

10.2.c.i

Base your answers to questions 5 and 6 on the passage and illustration below and on your knowledge of social studies.

10.3.d.ii

Base your answers to questions 7 and 8 on the passage below and on your knowledge of social studies.
... At times, gas has been known to travel, with dire results, fifteen miles behind the lines.
A gas, or smoke helmet, as it is called, at the best is a vile-smelling thing, and it is not long before one gets a violent headache from wearing it.
Our eighteen-pounders were bursting in No Man's Land, in an effort, by the artillery, to disperse the gas clouds.
The fire step was lined with crouching men, bayonets fixed, and bombs near at hand to repel the expected attack.
Our artillery had put a barrage of curtain fire on the German lines, to try and break up their attack and keep back re-inforcements.
I trained my machine gun on their trench and its bullets were raking the parapet [spraying the wall].
Then over they came, bayonets glistening. In their respirators, which have a large snout in front, they looked like some horrible nightmare. ...
Arthur Empey, "Over the Top," G. P. Putnam's Sons, 1917

10.5.a.i

Base your answers to questions 9 and 10 on the illustration below and on your knowledge of social studies.

10.5.d.i

Base your answers to questions 11 through 13 on the timeline below and on your knowledge of social studies.

10.6.a.i

10.6.b.iv

10.6.b.i

Base your answers to questions 14 and 15 on the passage below and on your knowledge of social studies.
For a fortnight Gandhi’s march is intended to be only a demonstration. Then, when he expects to be at the sea, he will begin to produce salt from brine [salt water], and so infringe [violate] the Government salt monopoly, defying the Government to arrest and punish him. At the same time his supporters everywhere have been incited by him to refuse to pay local taxes.
— Gandhi’s March to the Sea, The Guardian, 1930

10.7.a.i

Base your answers to questions 16 and 17 on the passage below and on your knowledge of social studies.
...History shows that wars are divided into two kinds, just and unjust. All wars that are progressive [reformist] are just, and all wars that impede [obstruct] progress are unjust. We Communists oppose all unjust wars that impede progress, but we do not oppose progressive, just wars. Not only do we Communists not oppose just wars, we actively participate in them. As for unjust wars, World War I is an instance in which both sides fought for imperialist interests; therefore the Communists of the whole world firmly opposed that war. The way to oppose a war of this kind is to do everything possible to prevent it before it breaks out and, once it breaks out, to oppose war with war, to oppose unjust war with just war, whenever possible...
— Mao Zedong, Quotations from Chairman Mao Tse-Tung, Foreign Languages Press, Peking, 1966

10.7.d.ii

Base your answers to questions 18 and 19 on the cartoon below and on your knowledge of social studies.

10.8.b.i

10.6.c.ii

10.9.d.iii

Base your answers to questions 23 and 24 on the photographs below and on your knowledge of social studies.

10.10.a.i

10.10.c.i

Base your answers to questions 25 and 26 on the cartoon and excerpt below and on your knowledge of social studies.

Base your answers to questions 27 and 28 on the passage below and on your knowledge of social studies.

The genius of apartheid was convincing people who were the overwhelming majority to turn on each other. Apart hate, is what it was. You separate people into groups and make them hate one another so you can run them all.
At the time, black South Africans outnumbered white South Africans nearly five to one, yet we were divided into different tribes with different languages: Zulu, Xhosa, Tswana, Sotho, Venda, Ndebele, Tsonga, Pedi, and more. Long before apartheid edited these tribal factions classes and warred with one another. Then white rule used that animosity [hatred] to divide and conquer. All nonwhites were systematically classified into various groups and subgroups. Then these groups were given differing levels of rights and privileges in order to keep them at odds...

- Trevor Noah, Born a Crime: Stories from a South African Childhood. Spiegel & Grau, 2016

10.10.c.iii

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.

10.4.a.ii

Base your answer to question 30 on Document 2 and on your knowledge of social studies.

10.7.a.i

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.

10.7.d.ii

Base your answer to question 33 on Document 2 and on your knowledge of social studies.

10.7.d.ii

10.7.d.i

All five documents are in the window at the left.

2019 (Jun.): NY Regents - Global History & Geography II

2019 (Jun.): NY Regents - Global History & Geography II

Explain the historical circumstances that led to British attitudes about their empire as shown in this excerpt from An ABC for Baby Patriots.

Identify Jawaharlal Nehru’s point of view concerning British colonialism in India based on this excerpt.

Identify and explain a cause-and-effect relationship associated with the historical developments in documents 1 and 2. Be sure to use evidence from both documents 1 and 2 in your response.

Explain the historical circumstances that led to the developments discussed in this excerpt from “China’s Foreign Policy.”

Based on this excerpt, explain the purpose of Deng Xiaoping’s speech which addresses reform and the open policy in China.

Using evidence from both Documents 1 and 2 and your knowledge of social studies:a) Identify a similarity or a difference between the economic development policies of Mao Zedong and those of Deng Xiaoping.b) Explain the similarity or difference you identified using evidence from both documents.

Part III (Question 35) ENDURING ISSUES ESSAY

Optional Planning Page

Based on this passage, one way the castle at Edo and the palace at Versailles are similar is that both

Which claim can best be supported by this passage?

Which political philosophy is best supported by both documents?

Which political philosophy is best supported by both documents?

Which event most directly influenced the writing of both documents?

Which event most directly influenced the writing of both documents?

What is the most likely purpose of this document?

The conditions described in this passage directly resulted in

A historian could best use this passage to study which topic of World War I?

Which claim can best be supported by this passage?

Which point of view is expressed in this illustration?

Which long-term historical circumstance about Russia is shown in this illustration?

Which foreign policy action best explains the United States response to Cold War situations?

Which belief best supports the pattern of interaction between the United States and the Soviet Union between 1948 and 1979?

Which document would best provide information about the impact these events had on regions other than the United States and the Soviet Union?

The actions taken by Gandhi reflect his commitment to which policy?

The actions of Gandhi and his supporters, as described in this passage, helped lead to the

Based on this passage, what does Mao believe about war from the communist perspective?

Based on this passage, what does Mao believe about World War I?

Which leader’s political legacy most directly influenced the situation shown in this 2004 cartoon?

What is the main idea of this 2004 cartoon?

The tensions between North Korea and South Korea described in this passage began over

Based on this passage, in which way is the situation in the Korean peninsula comparable to the history of South Asia since World War II?

Which claim is best supported in this passage?

Based on these photographs, which action taken by the governments of Chile and Argentina violated the principles of the Universal Declaration of Human Rights?

In which way are the situations shown in these photographs similar?

This cartoonist is comparing Vladimir Putin to

Which earlier historical development best reflects Putin's strategy for rebuilding Russia's prestige in the world?

According to this author, how did the minority white population maintain control over the majority black population in South Africa?

Since the end of apartheid, which problem continues to exist in South Africa?

Explain the historical circumstances that led to British attitudes about their empire as shown in this excerpt from An ABC for Baby Patriots.

Identify Jawaharlal Nehru’s point of view concerning British colonialism in India based on this excerpt.

Identify and explain a cause-and-effect relationship associated with the historical developments in documents 1 and 2. Be sure to use evidence from both documents 1 and 2 in your response.

Explain the historical circumstances that led to the developments discussed in this excerpt from “China’s Foreign Policy.”

Based on this excerpt, explain the purpose of Deng Xiaoping’s speech which addresses reform and the open policy in China.

Using evidence from both Documents 1 and 2 and your knowledge of social studies:a) Identify a similarity or a difference between the economic development policies of Mao Zedong and those of Deng Xiaoping.b) Explain the similarity or difference you identified using evidence from both documents.

Part III (Question 35) ENDURING ISSUES ESSAY

Optional Planning Page

Which political philosophy is best supported by both documents?

Which event most directly influenced the writing of both documents?

Using evidence from both Documents 1 and 2 and your knowledge of social studies:
a) Identify a similarity or a difference between the economic development policies of Mao Zedong and those of Deng Xiaoping.
b) Explain the similarity or difference you identified using evidence from both documents.

Using evidence from both Documents 1 and 2 and your knowledge of social studies:
a) Identify a similarity or a difference between the economic development policies of Mao Zedong and those of Deng Xiaoping.
b) Explain the similarity or difference you identified using evidence from both documents.