REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY II (GRADE 10)

The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

REGENTS EXAM IN GLOBAL HISTORY

AND GEOGRAPHY II (GRADE 10)
Monday, June 3, 2019 — 9:15 a.m. to 12:15 p.m., only

Student Name _____________________________________________________________

School Name ______________________________________________________________

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Print your name and the name of your school on the lines above. A separate answer
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the student information on your answer sheet. Then fill in the heading of each page of your
essay booklet.
This examination has three parts. You are to answer all questions in all parts. Use black
or dark-blue ink to write your answers to Parts II and III.
Part I contains 28 multiple-choice questions. Record your answers to these questions
as directed on the answer sheet.
Part II contains two sets of constructed-response questions (CRQ). Each constructed-
response question set is made up of 2 documents accompanied by several questions. When
you reach this part of the test, enter your name and the name of your school on the first
page of this section. Write your answers to these questions in the examination booklet on
the lines following these questions.
Part III contains one essay question based on five documents. Write your answer to
this question in the essay booklet.
When you have completed the examination, you must sign the declaration printed at
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REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY II (GRADE 10)

 Part I

Answer all questions in this part.

Directions (1–28): For each statement or question, record on your separate answer sheet the number of 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

1 Based on this passage, one way the castle at Edo 2 Which claim can best be supported by this
and the palace at Versailles are similar is that both passage?
(1) became symbols of power and wealth (1) The more independent the nobles were the
(2) developed into monastic centers of learning higher their status.
(3) were meant to provide protection and prevent (2) Nobles maintained their authority by
attacks remaining isolated.
(4) served as monuments to the military (3) Rulers controlled their nobles by influencing
where they lived.
(4) Spending time in segregated sectors
guaranteed nobles the support of their ruler.

Global Hist. & Geo. II – June ’19 [2]

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

Declaration of the Rights of Man and Declaration of the Rights of Woman and
of the Citizen – 1789 Female Citizen – 1791

Articles: FIRST ARTICLE

1. Men are born and remain free and equal in Woman is born free and remains equal to
rights. Social distinctions may be founded man in rights. Social distinctions can only be
only upon the general good. founded on common service.
2. The aim of all political association is II
the preservation of the natural and The aim of all political associations is to
imprescriptible [inalienable] rights of preserve the natural and inalienable rights
man. These rights are liberty, property, of Woman and Man: these are the rights
security, and resistance to oppression. . . . to liberty, ownership, safety and, above all,
4. Liberty consists in the freedom to do resistance to oppression. . . .
everything which injures no one else; IV
hence the exercise of the natural rights of Liberty and justice lie in rendering
each man has no limits except those which everything which belongs to others as of right.
assure to the other members of the society Thus the exercise of woman’s natural rights
the enjoyment of the same rights. These has no limit other than the perpetual tyranny
limits can only be determined by law. . . . of man’s opposing them: these limits must be
6. Law is the expression of the general will. reformed by the laws of nature and reason. . . .
Every citizen has a right to participate VI
personally, or through his representative,
in its foundation. It must be the same for The Law must be the expression of the
all, whether it protects or punishes. All general will; all citizens, female and male, should
citizens, being equal in the eyes of the concur [agree] personally or through their
law, are equally eligible to all dignities and representatives in its formation, and it must be
to all public positions and occupations, the same for all. All citizens, being equal in its
according to their abilities, and without eyes, must be equally eligible to all honours,
distinction except that of their virtues and positions and public posts according to their
talents. . . . abilities, and with no other distinction other
than those of their virtues and talents. . . .
Source: The Avalon Project at Yale Law School
Source: Olympe de Gouges, 1791

3 Which political philosophy is best supported by 4 Which event most directly influenced the writing
both documents? of both documents?
(1) Rule of law represents a social contract with (1) Iranian Revolution
the people. (2) Cuban Revolution
(2) Tyranny encourages liberty and security. (3) French Revolution
(3) Separation of powers guarantees people fair (4) Russian Revolution
treatment.
(4) Oppression promotes the general will.

Global Hist. & Geo. II – June ’19 [3] [OVER]

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

. . . “I started from Cork, by the mail

[coach] (says our informant), for
Skibbereen and saw little until we came
to Clonakilty, where the coach stopped
for breakfast; and here, for the first
time, the horrors of the poverty became
visible, in the vast number of famished
poor, who flocked around the coach to
beg alms: amongst them was a woman
carrying in her arms the corpse of a fine
child, and making the most distressing
appeal to the passengers for aid to enable
her to purchase a coffin and bury her
dear little baby. This horrible spectacle
induced me to make some inquiry about
her, when I learned from the people of
the hotel that each day brings dozens of
such applicants into the town. . . .”

Source: James Mahony, “Sketches in the West of Ireland,” The Illustrated London News, February 13, 1847
(adapted)

5 What is the most likely purpose of this document? 6 The conditions described in this passage directly
(1) to highlight the benefits of free market resulted in
(2) to record the negative effects of child labor (1) Ireland invading Britain
(3) to minimize the impacts of agricultural (2) millions of Irish emigrating to the United
innovations States
(4) to inspire social and political reform (3) most landlords forgiving the rent the Irish
owed
(4) Britain agreeing to withdraw from Ireland

Global Hist. & Geo. II – June ’19 [4]

 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

7 A historian could best use this passage to study 8 Which claim can best be supported by this
which topic of World War I? passage?
(1) events that started the war (1) New technology made warfare more
(2) impact of combat on civilians destructive.
(3) equipment utilized by soldiers (2) Warfare had a limited impact on the
(4) propaganda that supported the war effort environment.
(3) Countries engaged in war were punished for
their actions.
(4) Illness and disease took many lives.

Global Hist. & Geo. II – June ’19 [5] [OVER]

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

Source: Philip Dorf, Visualized World History, Oxford Book Company

*Tsar – Czar

9 Which point of view is expressed in this 10 Which long-term historical circumstance about
illustration? Russia is shown in this illustration?
(1) The Russian Orthodox Church caused the fall (1) appeal of Marxism to the Russian nobles
of the Romanov dynasty. (2) autocratic rule of Russian royalty
(2) The Russian government encouraged a (3) rejection of the Pan-Slavism movement
diversity of opinions. (4) support of the Russian Orthodox Church for
(3) The Romanovs suppressed Enlightenment democratic ideals
ideas within their empire.
(4) The Russian Revolution made conditions
worse for most minorities.

Global Hist. & Geo. II – June ’19 [6]

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

Interactions Between the United States of America and the Soviet Union
1948–49 1962 1979
In June 1948, the Soviet U.S. spy planes discover Soviet troops invade
Union blockades democratic Soviet-built nuclear sites in Afghanistan. Aided by
West Berlin. The U.S. and its Cuba. After a tense 13-day the U.S., Islamic fighters
allies fly in supplies daily to standoff with President John wage a 10-year guerrilla
keep the city from starving. F. Kennedy, the Soviets war against the Soviets,
The Soviets lift the blockade remove the missiles. who withdraw in 1989.
in May 1949.
— Carl Stoffers, “Are We Heading Toward a New Cold War?” New York Times Upfront,
October 10, 2016 (adapted)

11 Which foreign policy action best explains the 13 Which document would best provide information
United States response to Cold War situations? about the impact these events had on regions
(1) repeated reliance on appeasement other than the United States and the Soviet
(2) consistent attempts to bring about détente Union?
(3) a continuing pursuit of nonalignment (1) Russian textbook published in 2015
(4) a long-term commitment to containment (2) television interview with President John F.
Kennedy
12 Which claim best supports the pattern of (3) memoirs of people living in East Germany,
interaction between the United States and the Cuba, and Afghanistan
Soviet Union between 1948 and 1979? (4) line graph of the Soviet Union’s gross domestic
product between 1948 and 1968
(1) Conflict occurred when one side tried to
expand its sphere of influence into another
country or region.
(2) Disagreements between the United States
and the Soviet Union were quickly resolved
without the deployment of the military.
(3) Leaders of other countries encouraged
conflict between the superpowers.
(4) Peace and stability were created around the
world as a result of the alliance between the
United States and the Soviet Union.

Global Hist. & Geo. II – June ’19 [7] [OVER]

 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

14 The actions taken by Gandhi reflect his 15 The actions of Gandhi and his supporters, as
commitment to which policy? described in this passage, helped lead to the
(1) collectivization (1) banning of Western books and music
(2) religious intolerance (2) removal of British control from the
(3) civil disobedience subcontinent
(4) censorship (3) development of an economic alliance for
South Asian nations
(4) peaceful partitioning of British India into
India and Pakistan

Global Hist. & Geo. II – June ’19 [8]

 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

16 Based on this passage, what does Mao believe 17 Based on this passage, what does Mao believe
about war from the communist perspective? about World War I?
(1) Wars are inevitable regardless of the society. (1) The philosophical beliefs of the competing
(2) Wars can be just or unjust depending on their countries challenged traditional ideals.
purpose. (2) The potential political gains of European
(3) Wars have a purpose in all societies because nations benefited China.
of a constant need for change. (3) The countries in the war were involved for
(4) Wars should be permitted when a government their individual economic benefits.
needs to obstruct progress. (4) The possible military losses made it too risky
for the Communist Party to intervene.

Global Hist. & Geo. II – June ’19 [9] [OVER]

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

Source: Kevin Kallaugher, The Economist, February 14, 2004 (adapted)

18 Which leader’s political legacy most directly 19 What is the main idea of this 2004 cartoon?
influenced the situation shown in this 2004 (1) Iran continues to build its modern
cartoon? infrastructure.
(1) Ayatollah Khomeini (2) Iran is experiencing tensions between
(2) Slobodan Milošević tradition and modernity.
(3) Augusto Pinochet (3) Extensive ballot choices have weakened
(4) Kemal Atatürk democracy in Iran.
(4) Theocracy is the best form of government for
Iran to adopt.

Global Hist. & Geo. II – June ’19 [10]

 Base your answers to questions 20 through 22 on the passage below and on your knowledge of social studies.

. . . Yet in recent months something has changed. Kim Jong Il, whose
regime was responsible for the first test and who died in 2011, had only
a rudimentary [basic] nuclear device, useful mainly for blackmail. Under
his son, Kim Jong Un, the programme has rapidly gathered pace, with
two nuclear tests this year alone. The North has also conducted 21 missile
tests this year, including one from a submarine—a first. The ability to
miniaturise a tactical nuclear weapon on a working missile could be just
two or three years away, with an intercontinental ballistic missile capable
of hitting California possible in five years’ time. Chun Yung-woo, a South
Korean former national security adviser, talks of “growing outrage. . .after
five tests, a change of mood, a sense of urgency.”
Once, it was possible to hope that the North’s isolated regime would
implode [fail] under its own contradictions before it gained a proper
nuclear capability. But the spread of informal markets and, for some North
Koreans, a measure of prosperity may have strengthened the regime’s
chances of survival. A consensus in Seoul is forming that Mr Kim now aims
to dictate events on the peninsula—including the ability to demand that
the Americans leave. One senior foreign diplomat in Seoul says that for the
first time he hears people wondering openly whether there will be a major
conflict on the peninsula in their lifetime. . . .

— “A Shrimp Among Whales,” The Economist, October 27, 2016

20 The tensions between North Korea and South 22 Which claim is best supported in this passage?
Korea described in this passage began over (1) An arms race will help defuse tensions on the
(1) boundaries drawn during the Cold War Korean peninsula.
(2) ethnic conflict on the Korean peninsula (2) Economic cooperation between the two
(3) trade disputes centered on fishing rights in Koreas would spread democracy to the North.
the Yellow Sea (3) An invasion by the United States could remove
(4) China’s purchase of submarine technology Kim Jong Un from power with few casualties.
from North Korea (4) North Korea’s successful military tests have
increased the likelihood of war.
21 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?
(1) Peaceful protests led colonial powers to
surrender their control of the region.
(2) Increased prosperity has accompanied a shift
from totalitarian to democratic rule.
(3) Regional conflicts have contributed to the
proliferation of nuclear weapons.
(4) Technological progress reduced tension and
led to improved trade relationships.

Global Hist. & Geo. II – June ’19 [11] [OVER]

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

A Stadium With a Bloody Past The “Dirty War”

Chile: For weeks after the coup, the military Argentina: The Mothers of the Plaza de
rounded up political and social activists and Mayo. According to a report published in
suspected supporters of the former president, 1986, almost 9,000 Argentines disappeared
Salvador Allende, and brought them to the during the “dirty war.”
concrete edifice [structure], which opened
Source: Gofen and Jermyn, Argentina,
in 1938 and hosted matches at the 1962 World Marshall Cavendish, 2002 (adapted)
Cup. . . .
Source: David Waldstein, “In Chile·s National Stadium,
Dark Past Shadows Copa América Matches,”
New York Times, June 17, 2015 (adapted)

23 Based on these photographs, which action taken by 24 In which way are the situations shown in these
the governments of Chile and Argentina violated photographs similar?
the principles of the Universal Declaration of (1) Military regimes overthrew democratically
Human Rights? elected leaders in both countries.
(1) conducting trials by juries (2) The United Nations sent peacekeeping forces
(2) blowing up factories that provided aid in both countries.
(3) arresting known criminals (3) Marxist parties removed the military leaders
(4) kidnapping political opponents holding power in both countries.
(4) Foreign armies led invasions in both countries.

Global Hist. & Geo. II – June ’19 [12]

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

. . .“Putin sincerely believes that the

end of the Cold War was a source of
humiliation and misery for Russia and
that the duty of any Russian leader is
to erase that humiliation and restore
Russia to some of the superpower
glory of the Soviet Union,” says Leon
Aron, Director of Russian Studies at
the American Enterprise Institute in
Washington, D.C. . . .
— Carl Stoffers, “Are We Heading Toward a New
Cold War?,” New York Times Upfront,
October 10, 2016

Source: Adam Zyglis, New York Times Upfront, October 10, 2016

25 This cartoonist is comparing Vladimir Putin to 26 Which earlier historical development best reflects
(1) Czar Nicholas II Putin’s strategy for rebuilding Russia’s prestige in
(2) Joseph Stalin the world?
(3) Mikhail Gorbachev (1) granting of independence to former Soviet
(4) Boris Yeltsin republics
(2) removal of Soviet troops from Afghanistan
(3) lifting of the Berlin blockade
(4) installation of communist regimes throughout
Europe

Global Hist. & Geo. II – June ’19 [13] [OVER]

 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 existed these tribal factions clashed 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

27 According to this author, how did the minority 28 Since the end of apartheid, which problem
white population maintain control over the continues to exist in South Africa?
majority black population in South Africa? (1) inability of nonwhites to vote in elections
(1) through military conscription of black South (2) restricting educational instruction to Afrikaans
Africans (3) monopolizing of political power by white
(2) through divide and conquer techniques that South Africans
kept tribes at odds (4) persistence of segregation as a result of
(3) by enforcing the use of tribal languages so economic inequalities
that tribes could not communicate
(4) by allowing democracy within localized areas
in the black South African community

Global Hist. & Geo. II – June ’19 [14]

NAME _____________________________________ SCHOOL ___________________________________

Write your answers to questions 29-34b in the spaces provided. Use a pen with
black or dark-blue ink to answer these questions.

Part II
SHORT-ANSWER CONSTRUCTED RESPONSE QUESTIONS (CRQ)

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)

Global Hist. & Geo. II – June ’19 [15] [OVER]

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Global Hist. & Geo. II – June ’19 [16]

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.

Document 1

Source: Mrs. Ernest Ames, An ABC for Baby Patriots,

Dean & Sons, 1898 (adapted)

29 Explain the historical circumstances that led to British attitudes about their empire as
shown in this excerpt from An ABC for Baby Patriots. [1]

Score

Global Hist. & Geo. II – June ’19 [17] [OVER]

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

Document 2

The Discovery of India was written by Jawaharlal Nehru during his imprisonment at
Ahmadnagar Fort in British India from April to September 1944. Nehru was a leader in the
Indian National Congress.

The Chief business of the East India Company in its early period, the very
object for which it was started, was to carry Indian manufactured goods—
textiles, etc., as well as spices and the like—from the East to Europe, where
there was a great demand for these articles. With the developments in industrial
techniques in England a new class of industrial capitalists rose there demanding
a change in this policy. The British market was to be closed to Indian products
and the Indian market opened to British manufactures. The British parliament,
influenced by this new class, began to take a greater interest in India and the
working of the East India Company. To begin with, Indian goods were excluded
from Britain by legislation, and as the company held a monopoly in the Indian
export business, this exclusion influenced other foreign markets also. This was
followed by vigorous attempts to restrict and crush Indian manufactures by
various measures and internal duties which prevented the flow of Indian goods
within the country itself. British goods meanwhile had free entry. The Indian
textile industry collapsed, affecting vast numbers of weavers and artisans. The
process was rapid in Bengal and Bihar; elsewhere it spread gradually with the
expansion of British rule and the building of railways. It continued throughout
the nineteenth century, breaking up other old industries also, shipbuilding,
metalwork, glass, paper, and many crafts.
To some extent this was inevitable as the older manufacturing came into
conflict with the new industrial technique. But it was hastened by political and
economic pressure, and no attempt was made to apply the new techniques to
India. Indeed every attempt was made to prevent this happening, and thus
the economic development of India was arrested [stopped] and the growth of
the new industry prevented. Machinery could not be imported into India. A
vacuum was created in India which could only be filled by British goods, and
which also led to rapidly increasing unemployment and poverty. The classic
type of modern colonial economy was built up, India becoming an agricultural
colony of industrial England, supplying raw materials and providing markets for
England’s industrial goods. . . .

Source: Jawaharlal Nehru, The Discovery of India, The John Day Company, 1946

30 Identify Jawaharlal Nehru’s point of view concerning British colonialism in India

based on this excerpt. [1]

Score
Global Hist. & Geo. II – June ’19 [18]
 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.

31 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. [1]

Score

Global Hist. & Geo. II – June ’19 [19] [OVER]

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Global Hist. & Geo. II – June ’19 [20]

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 below and on your knowledge of social studies.

Document 1

Economic development has played a role in China’s efforts to establish its identity and to
maintain its security at different times in its history. Economic development policies have
affected China’s relationship with foreigners. This excerpt focuses on economic development
in China before Mao Zedong came to power and during the time Mao was in power.

. . . Chinese economic and technological systems were backward compared

to those of the West. This sense of vulnerability created the dominating
issue of modern Chinese politics, the search for wealth and power. Left
unsolved by previous governments, the problem remained to be addressed
by the People’s Republic when it came to power [on October 1, 1949].
To develop without relying on foreign powers, Mao Zedong and his
colleagues devised a system modeled on Stalinism but with a number of
unique features. They collectivized the land and organized the peasants
into communes. The party-state extracted capital from agriculture, used it
to build state-owned industry, and returned the profits to more industrial
investment. This led to rapid industrial growth in the 1950s, although
growth slowed later under the impact of the Great Leap Forward and the
Cultural Revolution. In three decades China made itself self-sufficient in
nearly all resources and technologies.
However, by the end of Mao’s life in 1976 China’s economy was
stagnant [not advancing], and technology lagged twenty to thirty years
behind world standards and most Chinese lived in cramped quarters
with poor food and clothing, few comforts, and no freedoms. Much of
Asia and the world had raced beyond China toward technical and social
modernity. . . .

Source: “China’s Foreign Policy: The Historical Legacy and the Current Challenge,”
Asia for Educators online, Columbia University, 2009

32 Explain the historical circumstances that led to the developments discussed in

this excerpt from “China’s Foreign Policy.” [1]

Score

Global Hist. & Geo. II – June ’19 [21] [OVER]

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

Document 2

Deng Xiaoping was the most powerful leader in China from December 1978 until he stepped
down in 1992. In early 1992, Deng Xiaoping visited and gave talks in some southern Chinese
cities.

. . . The reason some people hesitate to carry out the reform and the open policy
and dare not break new ground is, in essence, that they’re afraid it would mean
introducing too many elements of capitalism and, indeed, taking the capitalist
road. The crux of the matter is whether the road is capitalist or socialist. The chief
criterion for making that judgement should be whether it promotes the growth
of the productive forces in a socialist society, increases the overall strength of the
socialist state and raises living standards. As for building special economic zones,
some people disagreed with the idea right from the start, wondering whether it
would not mean introducing capitalism. The achievements in the construction
of Shenzhen have given these people a definite answer: special economic zones
are socialist, not capitalist. In the case of Shenzhen, the publicly owned sector
is the mainstay of the economy, while the foreign-invested sector accounts for
only a quarter. And even in that sector, we benefit from taxes and employment
opportunities. We should have more of the three kinds of foreign-invested
ventures [joint, cooperative and foreign-owned]. There is no reason to be afraid
of them. So long as we keep level-headed, there is no cause for alarm. We have
our advantages: we have the large and medium-sized state-owned enterprises
and the rural enterprises. More important, political power is in our hands.
Some people argue that the more foreign investment flows in and the more
ventures of the three kinds are established, the more elements of capitalism
will be introduced and the more capitalism will expand in China. These people
lack basic knowledge. At the current stage, foreign-funded enterprises in China
are allowed to make some money in accordance with existing laws and policies.
But the government levies taxes on those enterprises, workers get wages from
them, and we learn technology and managerial skills. In addition, we can get
information from them that will help us open more markets. Therefore, subject
to the constraints of China’s overall political and economic conditions, foreign-
funded enterprises are useful supplements to the socialist economy, and in the
final analysis they are good for socialism. . . .
Source: Deng Xiaoping, “Excerpts from Talks Given in Wuchang, Shenzhen, Zhuhai, and Shanghai,”
January 18–February 21, 1992, China Through A Lens online

33 Based on this excerpt, explain the purpose of Deng Xiaoping’s speech which addresses
reform and the open policy in China. [1]

Score

Global Hist. & Geo. II – June ’19 [22]

 Similarity—tells how something is alike or the same as something else.

Difference—tells how something is not alike or not the same as something else.

34a-34b 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. [1]
b) Explain the similarity or difference you identified using evidence from both
documents. [1]

34a Score

34b Score

Global Hist. & Geo. II – June ’19 [23] [OVER]

 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 define an enduring issue raised by this set of documents

• Argue why the issue you selected is significant and how it has endured
across time
In your essay, be sure to
• Identify the enduring issue based on a historically accurate
interpretation of at least three documents
• Define 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 concept so that it can be understood.

Argue—means to provide a series of statements that provide evidence and reasons to

support a conclusion.

Global Hist. & Geo. II – June ’19 [24]

Document 1

In this excerpt, the transformation of the British economy is discussed.

For a few decades in the 19th century British manufactured goods

dominated world trade. Most mass manufactured items were produced
more efficiently and competitively in Britain than elsewhere. She also had
the commercial, financial and political power to edge out rivals at home
and abroad. In some industries, most notably textiles, massive changes took
place in technology and in the organisation of production causing dramatic
productivity growth. This in turn brought a steep decline in prices. In many
other sectors more modest organisational improvements coupled with
greater specialisation and the employment of cheap labour brought similar,
though less dramatic, results. An unprecedented [extraordinary] range and
variety of products thus came within the grasp of a new mass market both
within Britain and overseas. No other country could at first compete so
Britain became the workshop of the world. . . .
Source: Pat Hudson, “The Workshop of the World,” BBC History online, March 29, 2011

Global Hist. & Geo. II – June ’19 [25] [OVER]

Document 2

One of the major commodities exported from India to Britain was tea. . . . A growing industry,
by 1900 there were around 4,000 tea estates in north and south India, as well as over 2,000 in
Ceylon (now Sri Lanka). This popular drink generated a hugely profitable industry, and a tea
culture emerged in Britain with its own quintessentially [classically] English customs and
rituals. . . .

Source: Lipton Tea Advertisement, The Illustrated London News, September 17, 1892, as found in
“Global Trade and Empire,” Asians in Britain, British Library online

Global Hist. & Geo. II – June ’19 [26]

Document 3

George Soros is a Hungarian-American investor, businessman, and philanthropist. He has

published books and articles on finance and on public policy.

. . . The disparity [difference] in the treatment of labor and capital is an

essential feature of the global capitalist system as it is currently organized.
Capital moves to countries where it finds cheap labor and other favorable
conditions. This helps those countries to develop; a number of them have
made remarkable progress. Developed countries lose jobs, but the gains
from trade allow new jobs, often with greater value added, to be created.
There is also a certain amount of migration, both legal and illegal, to the
rich countries to fill jobs that cannot be filled locally. But workers in the
countries that offer cheap labor are often deprived of the right to organize
and are mistreated in other ways. China is notorious in this respect. . . .
Source: George Soros, George Soros On Globalization, PublicAffairs, 2002

Global Hist. & Geo. II – June ’19 [27] [OVER]

Document 4

Child Labor and Global Free Trade

The minimum working age set in the International Labor Organization’s
(ILO) Convention on Child Labor is 15, although in special circumstances
it may be 14. Yet in 2000, the ILO estimated that there were 211 million
children between the ages of 5 and 14 working around the world. This
equates to just under one-fifth of all children in this age group. Of these
children, about 73 million were younger than 10 years old. This seems like
exploitation of the worst kind—and it often is.
Compared to the WTO [World Trade Organization], the ILO is almost
without power, prompting critics of globalization to argue for a greater
role for the WTO in enforcing labor standards. Many labor violations have
nothing to do with international trade and may have no impact on it. In
many countries, for example, child labor is not seen as exploitation but
as a normal part of family life. Children work alongside their parents and
other relatives in extended family businesses. Others, less fortunate, work
in factories, fields, or mines.
Some have argued for greater ratification and enforcement of ILO
conventions. Although a worldwide legal ban on child labor might sound
like a good idea, it could actually make matters worse, further driving
struggling families into poverty. A recent agreement negotiated in Brazil
suggests a possible solution. There, a successful pilot project pays subsidies
to poor families if all the children in the family regularly attend school.
A more recent proposal would reward girls with a savings account if they
complete eight years of school.
Source: Randall Frost, The Globalization of Trade, Smart Apple Media, 2004

Global Hist. & Geo. II – June ’19 [28]

Document 5

Guiyu is a town in China famous for recycling electronic waste (e-waste). Many involved in
the e-waste business migrated from poorer regions in China to gain work with the hope of
opening their own business. Andrew Blackwell visited Guiyu in 2011.

. . . Theirs [the Han family] was one of thousands of similar workshops

in town. Guiyu’s entire economy is based on tearing apart old electronics
and reselling the components and raw materials. Walk the streets and you
will see building after building with a workshop at ground level and family
quarters on the upper floors.
It’s a dirty business. Computers are full of all kinds of things that are
bad for you—things other than the Internet—and when you tear them
apart, or melt them down, or saw them into pieces, a portion of those toxic
substances is released. In a place like Guiyu, with what I’ll call relaxed
workplace standards, you end up with workshops full of lead dust and other
heavy metals and clouds of who the hell knows what floating through the
streets. The water is laced with PCBs and PBDEs and other hazardous
acronyms. The air, the water, the dust—in Guiyu it comes with promises
of cancer, nerve damage, and poisoned childhood development.
Exporting toxic waste across borders, especially to developing countries,
is supposed to be illegal. The Basel Convention, the treaty that outlaws it,
was already nearly twenty years old by the time I visited Guiyu, in 2011. In
the case of electronic waste, though, the convention is easy to circumvent
[get around]. As the green-electronics coordinator at the ever-present
Greenpeace has said, “the common way exporters get round existing
regulations is to relabel e-waste as second-hand goods for recycling.” . . .
Source: Andrew Blackwell, Visit Sunny Chernobyl, Rodale, 2012

Global Hist. & Geo. II – June ’19 [29] [OVER]

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Global Hist. & Geo. II – June ’19 [30]

OPTIONAL

You may use the Planning Page organizer to plan your response if you wish, but do NOT write your
essay response on this page. Writing on this Planning Page will NOT count toward your final score.

Enduring Issues Planning Page

My Enduring Issue is:__________________________________________________________________

Circle documents that One or two possible ideas for

Essay Requirements Yes
apply outside info

Is this an issue supported by

at least three documents?

Which documents support 1 2 3 4 5

this issue?

Which documents can be

used to develop the definition 1 2 3 4 5
for this issue?

Has this issue significantly

affected people or been
affected by people?

In which document or 1 2 3 4 5
documents do you see this?

Has this issue endured across

time or changed over time?

In which document or 1 2 3 4 5
documents do you see this?

Refer back to page 24 to review the task.

Write your essay on the lined pages in the essay booklet.

Global Hist. & Geo. II – June ’19 [31] [OVER]

REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY II

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REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY II