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Thematic Essay) 5 VOLUME FOR TEACHERS ONLY 1 OF 2 The University of the State of New York MC & THEMATIC REGENTS HIGH SCHOOL EXAMINATION Global History and Geography June 15, 2010 GLOBAL HISTORY Part I AND GEOGRAPHY Cut Here 1. 4 . 26. 2 . Tuesday, June 15, 2010 — 1:15 to 4:15 p.m., only 2. 1 . 27. 1 . SCORING KEY FOR PART I 3. 4 . 28. 4 . AND RATING GUIDE FOR PART II 4. 2 . 29. 2 . (THEMATIC ESSAY) 5. 4 . 30. 1 . 6. 3 . 31. 4 . 7. 4 . 32. 4 . Updated information regarding the rating of this examination may be posted on the New York State Education Department’s web site during 8. 2 . 33. 3 . the rating period. Visit the site http://www.emsc.nysed.gov/osa/ and select the link “Scoring of Examinations” for any recently posted 9. 3 . 34. 3 . information regarding this examination. This site should be checked 10. 4 . 35. 1 . before the rating process for this examination begins and at least one more time before the final scores for the examination are recorded. 11. 1 . 36. 4 . 12. 4 . 37. 4. Contents of the Rating Guide 13. 3 . 38. 2 . For Part I (Multiple-Choice Questions): 14. 2 . 39. 3 . • Scoring Key 15. 2 . 40. 1 . For Part II (thematic) essay: • A content-specific rubric 16. 1 . 41. 3. • Prescored answer papers. Score levels 5 and 1 have two papers each, 17. 3 . 42. 2 . and score levels 4, 3, and 2 have three papers each. They are ordered by score level from high to low. 18. 4 . 43. 1 . • Commentary explaining the specific score awarded to each paper • Five prescored practice papers 19. 3 . 44. 3 . General: 20. 2 . 45. 3 . • Test Specifications • Web addresses for the test-specific conversion chart and teacher Cut Here 21. 1 . 46 . 2. evaluation forms 22. 1 . 47. 2 . Copyright 2010 23. 3 . 48. 3 . The University of the State of New York THE STATE EDUCATION DEPARTMENT 24. 1 . 49. 2 . Albany, New York 12234 25. 4 . 50. 4. GLOBAL HISTORY and GEOGRAPHY Mechanics of Rating The following procedures are to be used in rating papers for this exami- nation. More detailed directions for the organization of the rating process and procedures for rating the examination are included in the Information Booklet for Scoring the Regents Examination in Global History and Geography and United States History and Government. Scoring the Part I Multiple-Choice Questions Cut Here On the detachable answer sheet, indicate by means of a checkmark each incorrect or omitted answer to multiple-choice questions; do not place a checkmark beside a correct answer. Use only red ink or red pencil. In the box provided on the answer sheet, record the number of questions the stu- dent answered correctly in Part I. Rating the Essay Question (1) Follow your school’s procedures for training raters. This process should include: Introduction to the task— • Raters read the task • Raters identify the answers to the task • Raters discuss possible answers and summarize expectations for stu- dent responses Introduction to the rubric and anchor papers— • Trainer leads review of specific rubric with reference to the task • Trainer reviews procedures for assigning holistic scores, i.e., by matching evidence from the response to the rubric • Trainer leads review of each anchor paper and commentary Practice scoring individually— • Raters score a set of five papers independently without looking at the scores and commentaries provided • Trainer records scores and leads discussion until the raters feel confi- dent enough to move on to actual rating (2) When actual rating begins, each rater should record his or her individ- ual rating for a student’s essay on the rating sheet provided, not directly on the student’s essay or answer sheet. The rater should not correct the student’s work by making insertions or changes of any kind. (3) Each essay must be rated by at least two raters; a third rater will be nec- essary to resolve scores that differ by more than one point. Cut Here [2] Global History and Geography Content-Specific Rubric Thematic Essay June 2010 Theme: Change—Ideas The ideas of individuals have had a significant influence on groups, nations and regions. Task: Select two individuals and for each • Explain a specific idea developed by the individual • Describe the historical circumstances that surrounded the development of the idea • Discuss how the idea influenced a group or a nation or a region You may use any individual whose ideas had a significant influence from your study of global history. Some suggestions you might wish to consider include Confucius, Niccolò Machiavelli, Galileo Galilei, John Locke, Simón Bolívar, Karl Marx, Kemal Atatürk, Nelson Mandela, Deng Xiaoping, and Mikhail Gorbachev. Scoring Notes: 1. This thematic has a minimum of six components (explaining a specific idea developed by each of two individuals, describing the historical circumstances that surrounded the development of each idea, and discussing how each idea influenced the development of a group or a nation or a region). 2. The historical circumstances may be similar for both individuals, e.g., Mikhail Gorbachev and Deng Xiaoping attempted to reform stagnant command economies dominated by an entrenched bureaucracy. 3. The ideas of individuals may have influenced the same nation, region, or group of people, e.g., Confucius and Deng Xiaoping both influenced China. 4. The influence of the idea may be immediate or long term. 5. The response may discuss how an idea influenced the development of a nation or region from a variety of perspectives as long as the position taken is supported by accurate historical facts and examples. Score of 5: • Thoroughly develops all aspects of the task evenly and in depth by discussing a specific idea developed by each of two individuals, the historical circumstances that surrounded the development of each idea, and how each idea influenced the development of a group or a nation or a region • Is more analytical than descriptive (analyzes, evaluates, and/or creates* information), e.g., John Locke: characterizes the application of natural law and natural rights as the essential element in the emerging idea of consent of the governed, demonstrating that his ideas were developed to defend and legitimize the Glorious Revolution, and connecting Locke’s ideas to the American and French Revolutions and the denunciation of the divine right theory; Mikhail Gorbachev: explains key elements of perestroika, linking his perestroika policy to efforts to improve the efficiency and reliability of the economy of the Soviet Union, and connecting Gorbachev’s policies with discrediting communist elites in Eastern Europe as well as in the Soviet Union • Richly supports the theme with relevant facts, examples, and details, e.g., John Locke: life, liberty, and property; inalienable rights; right to revolt; English Bill of Rights; Two Treatises on Government; Declaration of Independence; Declaration of Rights of Man and the Citizen; Mikhail Gorbachev: reduction of bureaucratic control; implementation of free market practices; limited capitalism; heavy industry; consumer goods; decentralization; market reforms; “new Russians”; half measures; hard-liners • Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme [3] Score of 4: • Develops all aspects of the task but may do so somewhat unevenly by discussing all aspects of the task for one individual more thoroughly than for the second individual or discussing one aspect of the task less thoroughly than the other aspects of the task for both individuals • Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates* information), e.g., John Locke: discusses the idea of contract theory of government, the differences between Locke’s ideas on government and the practices of Stuart monarchs in England in the 17th century, and his influence on the American Revolution; Mikhail Gorbachev: explains that elements of limited capitalism were key parts of perestroika, that perestroika was a response to shortages of consumer goods and a stagnate economy, and that policy failures contributed to the collapse of the Soviet Union • Supports the theme with relevant facts, examples, and details • Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme Note: At score levels 5 and 4, all aspects of the task for two individuals should be developed. Holistic Scoring Reminder: This note applies only to the evaluation of bullet 1 of the rubric. Score of 3: • Develops all aspects of the task with little depth or develops at least four aspects of the task in some depth • Is more descriptive than analytical (applies, may analyze and/or evaluate information) • Includes some relevant facts, examples, and details; may include some minor inaccuracies • Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a restatement of the theme Note: If all aspects of the task have been thoroughly developed evenly and in depth for one individual and the response meets most of the other Level 5 criteria, the overall response may be a Level 3 paper. Score of 2: • Minimally develops all aspects of the task or develops at least three aspects of the task in some depth • Is primarily descriptive; may include faulty, weak, or isolated application or analysis • Includes few relevant facts, examples, and details; may include some inaccuracies • Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which aspect of the
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