2020 (Jan): NY Regents - Global History & Geography II

By Sara Cowley
Last updated 22 days ago
36 Questions
Part 1
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.
The sankin kōtai (lit., “alternate attendance”) system was a device of the Tokugawa shogunate, the government of Japan from 1603 to 1868, designed to insure political control by the regime over the daimyo, or territorial lords, who exercised virtually autonomous authority over the more than 260 feudal states into which four-fifths of the country was divided. Under this system most of the daimyo were required to travel biennially [every two years] from their domains to the capital of the Tokugawa at Edo (present day Tokyo) and to spend alternate years in personal attendance at the shogunal court. Each daimyo was also required to maintain residences at the capital where his wife and children were permanently detained. . . .Another important contribution of the operation of the sankin kōtai system to the modernization of Japan was to promote the intellectual and cultural unification of the country. The sankin kōtai served to bring a large part of the leadership elements from the whole country together in one place and to keep a constant stream of leaders and intellectuals moving back and forth between the capital and all parts of the country. This was important in giving Japan the tremendous intellectual unity with which it faced the West in the nineteenth century. It also enabled the people at large to have a stronger sense of national unity than would have been the case had the system not existed. By serving as the vehicle which spread the culture of Edo and Osaka to the countryside, the system influenced the diffusion of a truly national culture. . . .
Source: Toshio G. Tsukahira, Feudal Control in Tokugawa Japan, East Asian Research Center, Harvard University, 1966

What was an important contribution of the sankin kōtai (alternate attendance) system to the modernization of Japan?

The purpose of the Tokugawa’s sankin kōtai (alternate attendance) system is similar to the purpose of

Base your answers to questions 3 and 4 on the passage below and on your knowledge of social studies.
The poor harvest could not have come at a worse moment. France had entered into an unfavorable trade treaty with England in 1776. The pact reduced import duties on English goods, the notion being to encourage French manufacturers to mechanize production in response to enhanced competition. A flood of cheap imports from across the Channel overwhelmed the cloth industry. Cloth production alone fell by 50 percent between 1787 and 1789. The 5,672 looms in Amiens and Abbeville in 1785 were down to 2,204 by 1789. Thirty-six thousand people were put out of work, throwing many poor workers onto city streets at a time when hungry peasants were flocking to urban centers in search of food. The rural crisis might have been short-lived had not urban unemployment mushroomed at the same time. In Paris, the government subsidized bread prices out of fear of the mobs, but to no avail. The situation was soon out of control.
Source: Brian Fagan, The Little Ice Age: How Climate Made History, 1300–1850, Basic Books, 2000

Which claim related to the economic situation in 18th-century France is most directly supported by this passage?

Which event was caused in part by the conditions described in this passage?

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

Excerpt from a letter by Chinese Commissioner Lin Zexu to Queen Victoria

August 27, 1839

[18,641 miles] from China. The purpose of your ships in coming to China is to realize a large profit. Since this profit is realized in China and is in fact taken away from the Chinese people, how can foreigners return injury for the benefit they have received by sending this poison to harm their benefactors? They may not intend to harm others on purpose, but the fact remains that they are so obsessed with material gain that they have no concern whatever for the harm they can cause to others. Have they no conscience? I have heard that you strictly prohibit opium in your own country, indicating unmistakably that you know how harmful opium is. You do not wish opium to harm your own country, but you choose to bring that harm to other countries such as China. Why?...... Your country is more than 60,000 lilili
Source: Dun J. Li, China in Transition: 1517-1911, Van Nostrand Reinhold, 1969

What was Lin Zexu’s purpose for writing this letter to Queen Victoria?

What is a long-term consequence of the historical development discussed in this 1839 letter?

Base your answers to questions 7 and 8 on the passage below and on your knowledge of social studies.
Owing to the extensive use of machinery and to division of labor, the work of the proletarians has lost all individual character, and, consequently, all charm for the workman. He becomes an appendage of the machine, and it is only the most simple, most monotonous, and most easily acquired knack that is required of him. Hence, the cost of production of a workman is restricted, almost entirely, to the means of subsistence that he requires for his maintenance, and for the propagation of his race. But the price of a commodity, and also of labor, is equal to its cost of production. In proportion, therefore, as the repulsiveness of the work increases, the wage decreases. Nay more, in proportion as the use of machinery and division of labor increases, in the same proportion the burden of toil also increases, whether by prolongation of the working hours, by increase of the work exacted in a given time, or by increased speed of machinery, etc. . . .
Source: Marx and Engels, The Communist Manifesto, 1848

Marx and Engels are reacting to changes resulting from

Which action did Marx and Engels predict would change the conditions described in this passage?

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

The division of the mandates into these states caused future conflicts because

The situation shown on this map played a direct role in the

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

Quotations Attributed to Kemal Atatürk

Legal Transformation
"We must liberate our concepts of justice, our laws and legal institutions from the bonds which hold a tight grip on us although they are incompatible with the needs of our country."

Social Reforms
"The major challenge facing us is to elevate our national life to the highest level of civilization and prosperity."

The New Language
"The cornerstone of education is an easy system of reading and writing. The key to this is the new Turkish alphabet based on the Latin script."

Women's Rights
"Everything we see in the world is the creative work of women."

Source: "Atatürk: Creator of Modern Turkey," Columbia University Turkish Students Association online (adapted)

What changed in Turkey as a direct result of Atatürk's efforts?

During which historical period did Atatürk make these remarks?

The overall change desired by Atatürk is similar to the change enacted in

Base your answers to questions 14 and 15 on the map and cartoon below and on your knowledge of social studies.

The events shown on this map and in this cartoon were related to the outbreak of which conflict?

Which event ended the cooperation shown in these documents?

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

Sixty per cent of Hiroshima was obliterated [destroyed] by the lone atomic bomb dropped on Sunday, it was announced in Guam last night. Five major industrial plants disappeared and additional damage was done beyond the wiped-out area. Only 2.8 square miles of the city’s 6.9 square miles remained.
The city disappeared in a cloud of smoke, flame and dust that rose 40,000 feet. The missile struck the center of the target, a flash brighter than sunlight covered the city and several minutes later the smoke cloud reached up to the stratosphere. . . .
Source: “War News Summarized,” New York Times, August 8, 1945

Which event is described in this excerpt from the New York Times?

Which historical development followed the events described in this excerpt?

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

Which concept is most closely associated with the situation presented in map A?

Which statement best explains the changes in borders shown between maps A and B?

Base your answers to questions 20 and 21 on the passage below and on your knowledge of social studies.

The Rise of the Khmer Rouge

... Growing to an army of hundreds of thousands, the Khmer Rouge pushed across the countryside. They captured the capital, Phnom Penh, and took power in 1975. The soldiers, wearing black pajama-like uniforms, forced nearly 2 million Cambodians out of the cities and into the countryside. Their goal was to remove foreign influence in Cambodia and turn everyone into a simple worker or farmer.
During the evacuation, thousands died. Starvation and disease killed many, while execution practically became a science. The Khmer Rouge death list included those in the opposing regime, intellectuals, doctors, and teachers. Even people wearing glasses were executed simply because they were considered part of the upper or business classes. Ethnic minorities such as Cham, Chinese, Vietnamese, Thai, and Lao were targeted. Not considered “pure,” many were accused of supporting American imperialism or of nothing more than living in what was called the “enemy zone.” ...
Source: Icy Smith, Half Spoon of Rice, East West Discovery Press

For which purpose could this passage best be used?

Which historical development is most similar to the situation described in this passage?

Base your answers to questions 22 and 23 on the cartoon below and on your knowledge of social studies.

Which concept is best illustrated by the horse in this 2000 cartoon?

Which concern facing China’s government in 2000 can best be inferred from this cartoon?

Base your answers to questions 24 through 26 on the passage below and on your knowledge of social studies.

Elizabeth Robles Ortega began working in the maquilas (foreign factories) at the age of fourteen and was blacklisted from employment after participating in independent union drives on Mexico’s northern border. She later worked as an organizer for the Service, Development, and Peace organization.
NAFTA [North American Free Trade Agreement] has led to an increase in the workforce, as foreign industry has grown. They are reforming labor laws and our constitution to favor even more foreign investment, which is unfair against our labor rights. For example, they are now trying to take away from us free organization which was guaranteed by Mexican law. Because foreign capital is investing in Mexico and is dominating, we must have guarantees. The government is just there with its hands held out; it’s always had them out but now even more shamelessly. . . . Ecological problems are increasing. A majority of women are coming down with cancer — skin and breast cancer, leukemia, and lung and heart problems. There are daily deaths of worker women. You can see and feel the contamination of the water and the air. As soon as you arrive and start breathing the air in Acuña and Piedras Negras [border cities between the states of Coahuila and Texas], you sense the heavy air, making you feel like vomiting. . . .
Source: Interview with Elizabeth “Betí” Robles Ortega in Worlds of History: A Comparative Reader, Bedford/St. Martin’s, 2007

According to Elizabeth Robles Ortega, what is the basic cause of the problems described?

Based on this document, what is the author’s primary goal?

Which situation directly influenced the author’s point of view?

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

Based on this cartoon, the views of the International Monetary Fund (IMF) are most closely associated with which economic system?

Based on this cartoon, what is one function of the International Monetary Fund (IMF)?

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 historical circumstances that led John Locke and other political philosophers to develop political ideas such as those expressed in his Second Treatise of Government.

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

Based on this excerpt, explain the purpose for which Haitian revolutionary leaders created the 1805 Constitution of Hayti [Haiti].

Base your answer to question 31 on both Document 1 and Document 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.

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

Explain the historical circumstances that led to the situation shown in this cartoon.

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

Based on this excerpt, explain how the audience affects what Mikhail Gorbachev includes in his speech.

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

Using evidence from both Documents 1 and 2 and your knowledge of social studies:
a) Identify a turning point associated with the historical developments related to both Documents 1 and 2.
b) Explain why the historical developments associated with these documents are considered a turning point. Be sure to use evidence from both Documents 1 and 2 in your response.

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.
Define—means to explain features of a thing or a concept so that it can be understood.
Argue—means to provide a series of statements that provide evidence and reasons to support a conclusion.

Document 1 (Scroll further down for Documents 2-5)



Document 2



Documents 3



Document 4



Document 5

All five documents are in the window at the left.

Write your essay here following the detailed instructions above.

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.


Optional Planning Page