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in the chart with keywords. This will ensure that you answer all parts of the essay. You can'tearn points for your essay if part of the answer is missing!

On the next page, let's look at a sample thematic Global essay. After the essay you will findthe rubric which shows you exactly how the essay is graded and what constitutes a "5" (5=A)and what are lesser grades. Also, I have included near the end of this packet a sample from thestate of a essay that is of the "5" or best level.

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Global History 10 Document-Based Essay Effects of Industrialization and Imperialism

This task is designed to test your ability to work with historical documents and is based on the accompanyingdocuments (1–7). Some of the documents have been edited for the purposes of this question. As you analyze thedocuments, take into account both the source of each document and any point of view that may be presented in thedocument.

Directions: Read the documents in Part A and answer the questions after each document. Then, read the directionsfor Part B and write your essay.Historical Context: The modern world was born out of a combination of forces.Task: Using information from the documents and your knowledge of global history and geography, write an essay inwhich you discuss how the Industrial Revolution and the New Imperialism combined to create the modern world.Discuss some positive and negative aspects of these changes.

PART A: SHORT ANSWERDocument #1

"Of all the common prejudices that exist with respect to factory labor, none is more unfounded than the one that holdsthe work to be difficult. In an establishment for spinning or weaving cotton, all the hard work is performed by thesteam engine. The worker has literally nothing to do in general, but occasionally join the thread that breaks or performother easy tasks. It is far from being true that work in a factory goes on without interruption."

—Andrew Ure, nineteenth-century Scottish chemist

1. Using the illustration and the quote, what impression do you have of a nineteenth-century factory?

Document #2SADLER: At what age did you first go to work in a factory?CRABTREE: Eight.SADLER: Will you state the hours of labor in ordinary times?CRABTREE: From 6 in the morning to 8 at night.SADLER: Were you always there on time?CRABTREE: No.SADLER: What was the consequence if you had been too late?CRABTREE: I was most severely beaten.SADLER: Will you state to the Committee whether piecening [joining of broken threads] is difficult work forchildren?CRABTREE: It is very difficult work. Pieceners are continually running to and fro, and on their feet the whole day.SADLER: So that the work is not only continual, but it is unceasing to the end.CRABTREE: It is unceasing to the end.

—Testimony of Michael Crabtree2. According to Michael Crabtree, how did industrialization affect working conditions?

Document #3"I contend that we are the first race in the world and that the more of the world we inhabit the better it is for thehuman race. … I contend that every acre added to our territory provides for the birth of more of the English race, whootherwise would not be brought into existence. … I believe it to be my duty to god, my Queen and my country topaint the whole map of Africa red. … That is my creed, my dream and my mission."

—Cecil Rhodes, quoted in A Plague of Europeans: Westerners in Africa Since the Fifteenth Century by DavidKillingray

3. Explain how Cecil Rhodes used English nationalism to justify imperialism.

Document #4

Amount of African Land Controlled by Europeans

4. How did European nationalism affect Africa?

Document #5

Spheres of Influence in China to 1914

5. What conclusion can be drawn from the map?

Document #6"Modern progressive nations lying in the temperate zone seek to control "garden spots" in the tropics [mainly inAfrica, Latin America, and Asia]. Under [the] direction [of the progressive nations], these places can yield tropicalproduce. In return, the progressive nations bring to the people of those garden spots the foodstuffs and manufacturesthey need. [Progressive nations] develop the territory by building roads, canals railways, and telegraphs. They canestablish schools and newspapers for the colonies … [and] give these people the benefit of other blessings ofcivilization which they have not the means of creating themselves."

— O. P. Austin, "Does Colonization Pay?" The Forum (1900)

6. According to O. P. Austin, what benefits did the colonies receive from the "modern progressive nations"?

Document #7"There exists in colonial lands a rule which has a stranglehold on the country's economy. I regard the idea of

imperialism as a crime against humanity, because it enables any part of the human race which is armed with modernscientific knowledge to rule over less fortunate sections of mankind, simply because the latter are unable to resist theforce which supports such rule.

We demand the right to take over responsibility for the government of our country. We demand the right to befree to make mistakes and learn from our experience."

— Nnamdi Azikiwe, first president of independent Nigeria (1963–1966)

7. What was Nnamdi Azikiwe's view of imperialism?

PART B: ESSAY

Directions: Using information from the documents provided and your knowledge of United States history, write awell-organized essay that includes an introduction, several paragraphs, and a conclusion.

Historical Context: The modern world was born out of a combination of forces.

Task: Using information from the documents and your knowledge of global history and geography, write an essay inwhich you: Discuss the positive and negative effects of the changes brought about by the Industrial Revolution and theNew Imperialism in creating the modern world.

Guidelines: When writing your essay, be sure to address all aspects of the Task by accurately analyzing andinterpreting at least four documents.

● incorporate information from the documents in the body of the essay. ● incorporate relevant outside information throughout the essay. Richly support the theme with relevant facts,

examples, and details. ● write a well-developed essay that consistently demonstrates a logical and clean plan of organization. ● introduce the theme by establishing a framework that is beyond a simple restatement of the Task or Historical

Context and conclude the essay with a summation of the theme.

Use this chart to help organize your essay:

Introduction:

Positive and Negative Effects of the Industrial Revolution

Positive and Negative Effects of the New Imperialism

1.

2.

3.

4.

My outside info is:

Conclusion:

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Answers to the essay questions are to be written in the separate essay booklet.

In developing your answer to Part II, be sure to keep this general definition in mind:

discuss means “to make observations about something using facts, reasoning, andargument; to present in some detail”

PART II

THEMATIC ESSAY QUESTION

Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the taskbelow, and a conclusion.

Theme: Conflict

Conflicts between groups of people have threatened peace in manynations and regions.

Task:

Identify one conflict that has threatened peace in a nation or region and• Discuss one major cause of that conflict• Identify two opposing groups involved in the conflict and discuss one

viewpoint of each group• Discuss the extent to which the conflict was or was not resolved

You may use any major conflict from your study of global history. Some suggestions youmight wish to consider include the Crusades, the French Revolution, World War I, theRussian Revolution, the Chinese civil war, the partition of India, the policy of apartheid inSouth Africa, the Rwandan civil war, and the Bosnian War.

You are not limited to these suggestions.

Do not use conflicts that occurred in the United States in your answer.

Guidelines:

In your essay, be sure to

• Develop all aspects of the task• Support the theme with relevant facts, examples, and details• Use a logical and clear plan of organization, including an introduction and a conclusion that

are beyond a restatement of the theme

Global Hist. & Geo. – June ’06 [12]

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Global History and Geography

Content-Specific Rubric

Thematic Essay—June 2006

Scoring Notes:

Score of 5:

� Thoroughly develops all aspects of the task evenly and in depth by discussing one major cause of a conflict that has threatened peace in a nation or region, discussing one viewpoint of each of two opposing groups,

and discussing the extent to which the conflict was or was not resolved � Is more analytical than descriptive (analyzes, evaluates, and/or creates information), e.g., Russian

Revolution: connects the shift from almost unanimous agreement on the need to change the government to disagreement over support for the provisional government, which resulted in Lenin’s and the Bolsheviks’

seizure of power in October 1917; discusses the civil war that continued from 1918 to 1921; Rwanda:

connects the conflict to the colonial legacy when the Belgians favored Tutsis over the Hutus, thus promoting

ethnic resentment and planting the seeds for the genocide; discusses the economic hardship and conflict asrefugee camps spilled over into neighboring countries such as Zaire and promoted political instability there

� Richly supports the theme with relevant facts, examples, and details (Russian Revolution: Bloody Sunday; Russo-Japanese War; October Manifesto; Nicholas II; peasant discontent and land issue; industrialization

and exploited working class; proletariat; Duma; Mensheviks; World War I; Kerensky; “Peace, Land, and Bread”; Treaty of Brest-Litovsk; Rwanda: identity cards; 1994 plane crash that killed presidents of both

Rwanda and Burundi; Kabila; Mobutu; September 1998 United Nations Tribunal that convicts first person in the world of genocide; United Nations 1999 report criticizing United Nations leaders for not intervening

effectively in the genocide, 2003 constitution outlawing the inciting of ethnic violence )� Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are

beyond a restatement of the theme

1. This thematic essay has a minimum of four components (one major cause of a conflict; one viewpoint of

two opposing groups involved in the conflict; and the extent to which the conflict was or was notresolved).

2. The identified conflict should have threatened peace in a specific nation or region.3. Identification of either the nation or region where peace has been threatened or the specific names of

opposing groups is not required as long as the identification is implied in the discussion.4. The viewpoints of the groups should be in opposition to each other.

5. As is the case with many historical topics, what constitutes the extent to which the conflict was or wasnot resolved is subject to the student’s point of view. The response may discuss the extent of success

from a variety of perspectives as long as the position taken is supported by accurate facts and examples.

Theme: Conflict

Conflicts between groups of people have threatened peace in many nations and regions.

Task: Identify one conflict that has threatened peace in a nation or region and

• Discuss one major cause of that conflict

• Identify two opposing groups involved in the conflict and discuss one viewpoint of each group

• Discuss the extent to which the conflict was or was not resolved

You may use any major conflict from your study of global history. Some suggestions you might wish to consider

include the Crusades, the French Revolution, World War I, the Russian Revolution, the Chinese civil war, the partition

of India, the policy of apartheid in South Africa, the Rwandan civil war, and the Bosnian War.

Do not use conflicts that occurred in the United States in your answer.

[4]

Score of 4:

� Develops all aspects of the task but may do so somewhat unevenly by discussing one aspect of the task less

thoroughly than the other aspects� Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information), e.g., Russian

Revolution: connects the conflict between the upper and lower classes to the overthrow of the czar and establishment of a communist dictatorship; Rwanda: connects ethnic conflict that erupted to the European

mandate system and Belgian control � 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

Score of 3:

� Develops all aspects of the task with little depth or develops at least three 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

Examples of addressing at least three aspects of the task at Level 3

Holistic Scoring Reminder: These examples apply only to the evaluation of Bullet 1.

A response meeting the criteria below does not, by itself, make it a Level 3 response.

1. Discusses one major cause of a conflict that has threatened peace in a nation or region and discusses a viewpoint of two opposing groups involved in the conflict

2. Discusses one major cause of a conflict that has threatened peace in a nation or region; discusses a viewpoint of one group involved in the conflict; and discusses the extent to which the conflict was or was

not resolved 3. Discusses a viewpoint of two opposing groups involved in a conflict that has threatened peace in a nation

or region and discusses the extent to which the conflict was or was not resolved

Exception: If at least two components have been thoroughly developed evenly and in depth, and the response meets most of the other Level 5 criteria, the overall response may be a Level 3 paper.

[5]

Score of 2:

� Minimally develops all aspects of the task or develops at least two 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 task is being addressed; may lack an introduction and/or a conclusion

Examples of addressing at least two aspects of the task at Level 2

Holistic Scoring Reminder: These examples apply only to the evaluation of Bullet 1.

A response meeting the criteria below does not, by itself, make it a Level 2 response.

Score of 1:

� Minimally develops some aspects of the task

� Is descriptive; may lack understanding, application, or analysis� Includes few relevant facts, examples, or details; may include inaccuracies

� May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion

Score of 0:

Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts,examples, or details; OR includes only the theme, task, or suggestions as copied from the test booklet; OR is

illegible; OR is a blank paper

1. Discusses one major cause of a conflict that has threatened peace in a nation or region and discusses a

viewpoint of one group involved in the conflict 2. Discusses one major cause of a conflict that has threatened peace in a nation or region and discusses the

extent to which the conflict was or was not resolved3. Discusses a viewpoint of two opposing groups involved in a conflict that has threatened peace in a nation

or region 4. Discusses a viewpoint of one group involved in the conflict that has threatened peace in a nation or

region and discusses the extent to which the conflict was or was not resolved

[6]

Anchor Paper – Thematic Essay—Level 5 – A

Anchor Paper – Thematic Essay—Level 5 – A

[7]

[8]

Anchor Paper – Thematic Essay—Level 5 – A

Anchor Level 5-A

The response:

� Thoroughly develops all aspects of the task evenly and in depth by discussing class inequality as

one major cause of the French Revolution, discussing one viewpoint of the revolutionaries and one of the Royalists, and discussing the extent to which the conflict was resolved

� Is more analytical than descriptive (connects the French Revolution’s undermining of peace, unity and stability with the military coup that made Napoleon emperor; Third Estate would not accept

their traditional smaller voice in the Estates-General; Royalists wanted power returned to the royal family and a return to the landholding system; many different governments gave temporary

gratification to the needs of the people, but proved incapable in the long term; Napoleon’s rise topower brought an end to the French Revolution and the immediate aspirations for democracy,

thereby not resolving the overall conflict)� Richly supports the theme with relevant facts, examples, and details (equality; culture of monarchy,

severe feudalism, and landholding class tensions; Estates General; Tennis Court Oath; National Assembly; class tensions; clergy, nobility, and monarchy; suffrage; Robespierre; Jacobins; Reign

of Terror; military coup; National Directory; Thermidorean Reaction)� Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion

that are beyond a restatement of the theme

Conclusion: Overall, the response fits the criteria for Level 5. The response includes rich supporting detail and insightful analysis by demonstrating an understanding of the French Revolution. Although

the discussion of the results focuses primarily on the immediate outcomes of the Revolution, it alludesto changes that were to come.

[9]

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