Although the format of the Global Regents Exam has changed, there are still materials from the old exam that can be helpful!
Materials from previous Regents exams are available online at: http://www.nysedregents.org/globalhistorygeography/. When using these for Multiple Choice prep, remember to start at or around question 17-19 (where 10th Grade questions start!), because 9th Grade material is not covered on the new exam. There are lots of fun and useful study materials for the Regents available for free on the internet. One good place to start is YouTube. I'll be showing some videos in class. Explore on your own, and let me know when you find something amazing! I like the YouTube videos created by a teacher named Mr. Klaff. Check out his website and YouTube videos: http://www.mrklaff.com/ http://www.youtube.com/watch?v=H-O1XVDklBI http://www.youtube.com/watch?v=N1hr7C943ss Crash Course videos are also a great way to refresh your memory about topics we studied this year: https://www.youtube.com/watch?v=lTTvKwCylFY Here are some other videos that are also fun for multiple choice practice: http://www.youtube.com/watch?v=yiZ-X_Jqnjk https://www.youtube.com/watch?v=V_v2R9RN7mA If you have kept an organized binder throughout the year, you have several other options at your disposal:
The Global History & Geography II Regents Exam (New Exam) will be administered on Monday, June 3. It is a morning exam.
Format of the Exam: Part 1— 28 Stimulus-Based Multiple-Choice Questions (Approx. 54% of Score) In each multiple-choice question, students will be presented with a stimulus or set of stimuli and a series of two or more questions related to that stimulus/stimuli. Occasionally, a stimulus may be used to test a single question. Students will be asked to answer multiple-choice questions based on the stimulus/stimuli and on their knowledge of social studies. Part 2— 2 Sets of Short-Answer Constructed-Response Questions (CRQs) (Approx. 17% of Score) Short-answer constructed-response questions are designed to assess social science and historical thinking skills using primary and secondary sources. Each set of CRQs is based on a pair of documents and has three parts; context, sourcing, and relationship. There will always be two CRQ sets on each examination; one Cause and Effect set and one Similarities/Differences or Turning Point set. Part 3—1 Enduring Issues Essay (Approx. 29% of Score) The enduring issues essay question will include five documents. Each of the five documents will contain multiple issues. An enduring issue is a challenge or a 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. The task requires students to identify and define an enduring issue based on a historically accurate interpretation of at least three documents, define the issue using evidence from at least three documents, and argue that this is a significant issue that has endured. The argument should include how this issue has affected people or has been affected by people and how the issue has continued to be an issue or has changed over time. 9th & 10th Graders: If you were absent last Thursday, you missed this classwork assignment. Please complete the reflection sheet and place three pieces of work in your Student Work Folder. The sheets are available in the Missed-It Handouts bin.
The makeup deadline for this assignment is Friday, May 17. Here are the assignments for Student Led Conferences on Thursday night. Students will engage in a reflective process with a parent (or, if their parents cannot attend, a classmate) using their work folders and the 2 reflection sheets that were completed in class. Students will receive credit for their participation.
Read pp. 1017-1023, 1012-1016, & 1040-1045. Answer all questions in complete sentences on loose leaf. Due Friday. (pp. 1017-1023) 1. Why did Palestinians and Jews both feel they had historic claim on Palestine? What recommendation did the UN make? 2. Make a three column chart entitled "Arab-Israeli Conflicts". The column headings should be: Year, Cause, Effects. Take notes into the chart for the conflicts of: 1948-49; 1956; 1967; and 1973. 3. What efforts at peace were made in the late 1970s? What was the result of these efforts? 4. What efforts at peace were made in the early 1990s? What was the result of these efforts? (pp. 1012-1016) 5. What key factors helped African colonies gain their freedom in the decades following World War II? 6. Who was Kwame Nkrumah? In what ways was he successful? In what ways did he fail? 7. Who was Jomo Kenyatta? Who were the Mau Mau? How did the granting of independence to Ghana and Kenya differ? (pp. 1040-1045) 8. What problems were faced by newly independent African nations? How did these problems stem from European colonialism? 9. What was apartheid in South Africa? How did black South Africans protest against apartheid? 10. What helped lead to the end of apartheid? Include the roles of: Desmond Tutu; F.W. DeKlerk; and Nelson Mandela. 11. Express Your Opinion: The Arab-Israeli conflict still lingers on today. In your opinion, why do you think efforts at peace have failed in this region for nearly 7 decades? Answer in a paragraph at least 5 sentences long. [HONORS: 2 PARAGRAPHS!]
Read textbook pp. 446-449, 452-458, & 459-463. Answer all questions in complete sentences. Due Friday. Questions: (pp. 446-449) 1) What evidence in the text supports the idea that the Maya built an advanced, complex civilization. Include a description of Mayan cities, agriculture, and trade in your response. 2) Describe some key features of Mayan religion, math, and writing. How were math & writing related to religion? 3) Which theory about the reason for the collapse of the Mayan civilization do you think is most likely? Explain your choice. (pp. 452-458) 4) Which peoples had settled the Valley of Mexico before the Aztecs? How did the Aztecs gain, consolidate, and maintain power in this region? 5) Describe some of the key features of the city of Tenochtitlan. How were the Aztecs able to overcome the problems associated with the city's location? 6) What evidence in the text supports the claim that religion played an important role in Aztec society? 7) Why did the Aztec empire begin to weaken after 1500? (pp. 459-463) 8) Describe the location of the Inca Empire. How were the Inca able to conquer such a vast empire? 9) Describe the methods the Inca used to create unity. Include descriptions of: government; public works; and record-keeping. 10) How were Incan and Aztec religious practices similar? How were they different? 11) CREATIVE RESPONSE: The Aztec and Inca civilizations flourished at roughly the same time in history. Imagine two students (one from each civilization) recently participated in an exchange program, in which each studied in the other's civilization for a semester. The program is now over, and the the two students are meeting to discuss what they've learned about each other's home civilization. Write a conversation that they might have (at least 5 lines for each student).
Congrats to the creators of these 3 great political cartoons! Gold Medal: Isaac Nahmias Silver Medal: Mia Vasquez Bronze Medal: Dream Springsteen
If you were absent and missed any of the following assignment, please pick up materials in class and submit no later than Friday. These assignments will NOT be accepted after they are entered in the online gradebook.
9th Grade (Global 2):
10th Grade (Global 4):
Complete the reading. Answer the questions in complete sentences on a separate sheet of paper. Due Friday.
Read about the Cambodian Genocide. Answer all questions. Due Friday.
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