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

By Sara Cowley
Last updated 22 days ago
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

A historian would find this passage most useful for understanding the

Which claim can best be supported by this passage?

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

What impact did the situation described in this passage have on Mughal rule?

This passage could best be used by historians to address the

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.

What influenced the actions of the Haitian people in this cartoon?

What was a major result of the situation depicted in this cartoon?

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)

Which concept most influenced the major changes shown on this map?

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

Which claim is best supported by this passage?

Which turning point is most closely associated with the geographic context described in this passage?

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

Which event most influenced the situation being described in this passage?

For which purpose could this passage best be used?

Base your answers to questions 12 and 13 on the cartoon below and on your knowledge of social studies.

Which event occurred as a result of the situation illustrated in this cartoon?

Based on this cartoon, which statement best describes the cartoonist’s point of view?

The Doormat.



Source: David Low, Evening Standard, January 19, 1933 (adapted)

Which situation is considered a cause of the events depicted in this cartoon?

Which claim about the League is best supported by this cartoon?

Base your answers to questions 16 and 17 on the cartoon below and your knowledge of social studies.

What led most directly to the situation depicted in this cartoon?

What was an immediate effect of the actions depicted in this cartoon?

Base your answer to question 18 on the headlines below and your knowledge of social studies.

Which generalization about the Cold War is best supported by these headlines?

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

Which event is being depicted in this cartoon?

Which policy most directly contributed to the situation shown in this cartoon?

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….

Which claim is most plausible based on the information in this passage?

Which leader used similar methods as those described in this passage?

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

Which claim about the need to create Pakistan is best supported by this passage?

Based on this passage, some modern thinkers believed the continuing tensions between Hindus and Muslims on the Indian subcontinent were caused by the

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

What inference about Atatürk is best supported by this passage?

The policies being described in this passage are a result of the

Base your answer to question 27 on the cartoon below and on your knowledge of social studies.


Source: Denny Pritchard, Ottawa Citizen, 1995

Which statement best describes this cartoonist’s point of view of the United Nations (UN)?

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

Which claim about the internet can be best supported by this article?

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.

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.

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]

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.

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

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

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:

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.

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)


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