SLO Essay

2tgl2o21 SLO Essay #1 Test Grade

ln an Essay answer the question " Which geographic factor had the greatest impact on the development of societies? Based on your current knowledge and information from the documents provided to you. As you read closely and analyze the documents, take into account both the source of each document and the author's point of view.

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Today you will write yoLrr first argunrenf essay usitrg clocut))ents in this clitss.

DIRECTIONS: .Arrsler the question in the box below based on your current knowledge ttnd irtforntution from tlrc c/c.rcrrnrents provided to you by your teocher. As you read closely oncl analyze the cktcunrcnlg trt/re irtto occount both the source of each documentand the attthor'spofrrt of view. Besttre co do all of the

folloruittg before you attempt to answer the Etestion ond write your essoy.

1.. Read the question below and think about what you may alreacly know about the topic. 2. Analyze each docunrent provicled to you carefully, underlining kcy llhrases ancl

words, as well as, tal<ing notes that nriglrt help attswer the question bckrw,

U0f E: You may write on ectch docurnenf ond l;ctke notes of tntprtrtarrl irrfrrnrrr tion,) 3. Determine the main idea of each docutttettt aud think about how it nright contairr

information that relates to the question in the box below. 4. Based on your own knowledge and the ittforntaltott itr the clocuuren[s, rlevclop a cllinr

fthesis) statemerlt that directly answers t]re questiott. 5. Gather any relevant information frorn the docttutents as eviclctrce to sul)l)ort your

claim (thesis) statement. 0rganize your thouglrts into a graphic clrganizer, 6, Write a well-organized essay supporting your claim (thesis) strLcnrerlr. Be sut'e to

write your essay in a logical sequence that will nrahe sense to thc rcitrlor. 7. Include information obtained from the docuntents, as well as, yorrr own l<ttowleclge,

Be sure to cite each docunrent that you use in yr-lur essay. [Doc. A, Doc. ts, otc.)

Question - Which geographic factor had the gre(ttest itnpact on tlte d evel o pment o f so cie ties?

Cu rricu lu m and lnstruction May 4, 2017 Office of Social Studies

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World Geography / AP Hutnatr Gcography Baseline Ess^ay Protttpt

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Buchgrou ntl I nforrna tion

Througlrout.lrist0ry, gcoglilphic ftlctors strch as rl0scrts, nlotrsootrs, or cOld clirnates have hacl a variety of effr-.cts on clillcrerrt rcgirlns of tlrc worltl.

Docurncnt A

. . . The ari<lity of tlte North African stol)l)c tunls to clcsolation irr thc Saltara, tltc trtost cxtettsive clesert irr tlre wrtrkl. In poprrl:rr irrralSination the Sahara is scen as a wiltlcrrtcss o[ sand rltrnos; yct it is a rcgion of urost varicd lzrttdscapcs, rattgittg frotn the grcat nrassifs [highlantls] of Ahaggar and Tibcsti with thcir extraordirrirry rock frrrrnatiorr.s and thcir lofty vr:lcanic peal<s to vast stretchcs of gravclly pl:rins or broacl bclts of consrantly shiftirrg dutres. Tlro dese rt is not c<trnlllotcly waterlcss--in certain parts, particularly on thc northcrn fringes, excollont srrllplies clf sub[erranean watcr support the rich ctrltrrre of the oases-nor is it cr:lrnplotcly be reft of [without] vcgctation, Men have t]rus fuund it possible to gain a livclihood in the Sahara whr:ther as cultivatrlrs in thc oil.scs or pastoralists firerders] in other areas. . . .

Source: Robin Hallett, Afi'ica to .1875: A Modern History,'l'he University of Michig1an Press. 1970

Document B

Curriculum and lnstruction May 4,2O11 Office of Social Studies

. . . For several centurios, thcse contacts [beEween North Africa and the interior] were lirnited by the nature of rhe Sahara itself. More than 3 million square miles in area, the Salrara is the worltl's largest desert. Because temperatures during the day can reach as high as 120 degrees Fahrenheit and supplies of water are scant, the 40-day journey across the desert rerluired courage, determination, and careful planning. Travelers who becarne separated frorn their cornpattirttrs were seldon) scen again. The trans-Sahara trek bccanre somewhat easie r aflcr the 4th ccntrrry A.D., when camels were introtluced in place clf horses;catnels are able to travel Itxg distar:ces witltcltrt water, and their wider hooves nral<e it easier for them to move tlrrough sattd. Howcver, itrtensive cotltact betwecn Nrlrflr Africa and the itttcrior did not begin until the 7th century, when a revolutionary chattge took place in the political and rcligious life of the regir:n. By this tittrc, the old enrpires of the Mecliterranean and the Midrlle East were in clccline or in ruins. In thcir place wels a powerful now force- Islarn. .. .

Source: Philip Koslow, Ancient Ghona:'l'he Land of Gold, Chelseo House Publishers

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Docuttrettt C

Docuttrettt D

Curriculum and lnstruction tvlsy,1, ?l'l17 Office of Socisl Studies

. . . Desertificltion tlirectly uflt'ects 1.2 billion trleo1lle, attd nrore atld more productive laud is being lost ye.lr by yertr, It has presented a challenge for governrneuts arrd irid lgencics itr ovcr t 10 coutrtries for some titne, and is a eontrihuting ftrctol in porrerty and regional conflicts, for exatnple in Sudan. It hls also been a nrnjor issue iu E&vpt, whcre 90% of the cotrntry's land mass is descrt. Fircetl trrith a rising population, the govertrntent has had to undertake a nutnbt.r of settlenrent illlcl irrigation projects to create additional living and rvorking spirce. Itt Chitra, altttost t'',vo-thtrds of the country and over 400 nrillion per:lple are tftected, the worst hit areas being the Gobi desert in the nortll\vest of the coulltry and fhe Taklalvhkan desert in the west. ' . .

.!ource.'t/teschrrqfltr','Deufsche H/eilereporterson theground," Downto Earth: News &Views on De-sertrlicotion UNCCD, June 2006, Volunre 21

. . . Only in the nortltern nrountlin regioti do tentperatures fall below freezing. The hot season colnes on itr li'larclt, tvith tenrperatures ranging frorn B0 to 90 clcgrees along the coasts to rvell over 100 degrees in the Indo-Gangetic Plain.

T)re rainy season, brought on by the southwest nrotrsoon carrying moisture otTtfie Ipdian 0cenn, spar)s the nrontlis of fune throug]r Septenrber. Moisture her.e preirns as nlany as 450 inches of rainfall in certain spots along the west coast anti in the state of Assarn in the extreme northeast. In the interiorand along the east coast, tlte sutttttter lllollsoon has already lost most of its nroistur.e, anci rainfall nray averilge only 40 to B0 inches. lvloisture frorn the Bay of Br'ugal brings about 120 inches of rain to the uortheastern portion of Intlia and Bangladesh. Ir{ortsootts, wittcls that blow for a whnle season, come t\\,ice a yeilr. The trortheast or wittter lllol)soon blows frottt land to sea in nrost of tlte subcotttittettt and brings little rain. . . .

Sourr:er /ornes l. Clork india; lnfte Su bcontine nt: lndia, Pokistan, ond Bongladesh, McDougal, Littell& Conrporn,

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Ducuttrctrt E

Docuurent F

Curriculum and lnstruction May 4,24t7 Office of Social Studies

. . . Nnture also shapccl thc rhythnrs of trade and the places where it was conducted by collstraining firinduring] tralrsportation. All across maritime Asia-from Canton [C]rina] to Ivklcca [sottrhorn Arabia]-tradirrg scheclules were dictated by the monsoon winds. Since strong wittds blew consistcntly irr one clircction for several months and then stopped, and then blcw consistcrrtly the other way frrr nronths, it made no sense to fight those winds. A ratle r wenI as fitr as he (or occasionally s]rc) could in one direction and then stayed around until the wirrd rcvet'setl; his goods were then picked up by another merchant who had arrived earlie r artd httcw precisely how long into the next season he could safely stay and still have etttlttgh days of favorable wind to gel home. Thus, instead of Chinese traders spentlitrg two or more nronsoon seasons (and yearsJ sailing all the way to, say, Persia with sill<s, it tttacle ntore sellse to sail out one ntonsoon season and exchange withintermediaries based in between attd thereby return home with frankincense and rugs. A series of emporia [tracle centers] developed at sites such as Mclal<a [Malacca], Surat [ndia], and the Muscat [Onran] that had ntore to do with how far one could travel from there in one sailing season than with what goods could be produced locally.The result was a remarkably lively and cosrttopolitan chain of port cities along the Astan littoral [sea coast], but in many cases these cities had only weak relarionships with their irnmediate hinterlands [areas inland from the portl... .

Source: Pomeronz and Topik, The World That Trade Created, M. E. Sharpe, 1.999 (adopted)

June 9 [1984] : . . At midnight a stifling silence descended. Air conditioners hiccupped to a halt as electric-power rationing reached horne consumers in [the ciry of] Trivandrurn. AII power to heavy industrial users had already been severed. Now, nrovie houses were restricted to one showing a day, neon display lights were outlawed, and stores were compelled to close by sundown. . . . Across India reservoirs dwindled into pucldles as the rains hovered offshore. About half ol the nation's electricity is generatcd by hydropower, and thus by the monsoons. GovernrnenE officials confessed to newspapers in anxiety that late rains woulti irnpede [interfere with] food production, aggravate irrflation, ancl increase prices-attd all this itt a pre-election year. Prirne Minister Indira Ganri[i, tourirrg in Europe, asked flor nronsoon forecasts to be added to her claily political briefings. . ..

Source: Priit J. vesilind, "Monsoons: Life Breath of Hatf the world," National Geographic, December 1984

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Docuntent G Monsoons in Asia.

Summsr 1983

Source: Priit J. Vesltind, -Monsoons: Life Brealh of Half the Worldi Nalional Geognphtc, Decernbe, 1984. Photograph by Steve Mccurry

(adapted)

Document H

Cu rriculum arid lnstruction May 4,2417 Office of Social Studies

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Pushing replaces pedalang when monsoon waters send the Ganges over its banks lo inundate [flood] the city of Varanasi (Banaras) in Uttar Pradesh. Last year [19831 the city lay under water mixed with sewage, rotting grain, and floating carcasses of animals. Elsewhere in lhe state flash flooc,s sr^€pl away a locomoti\E and three railcars.

. . . Russia has a Iargely continental climate because of its sheer size and compact configuration. Most of its land is more than 400 kilometers from the sea, and the center is 3,840 kilometers from the sea. In addition, Russia's mountain ranges, predominantly to the south and the east, block moderating temperatures from the Indian and Pacific oceans, but European Russia and northern Siberia lack such topographic protection from the Arctic and North Atlantic oceans. . . . The long, cold winter has a profound impact on almost every aspect of life in the Russian Federation. It affects where and how Iong people live and work, what kinds of crops are grown, and where they are grown (no part of the country has a year-round growing seasonJ. The length and severity of the winter, together with the sharp fluctuations in the mean summer andwinter temperatures, impose special requirements on many branches of the economy. In regions of permafrost, buildings must be constructed on pilings, machinery must be made of speciallytempeied steel, and transportation systems must be engineered to perform reliably in extremely low and extremely high temperatures. In addition, during extended periods of darkness and cold, there are increased demands for energy, health care, and textiles. . . .

Source: httn: trv - stu d i es. u s /ru s si a / 2 4.htm

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Document I

Document I

Cartoon by Leslie Gilbert Illingworth, November 10, 141

Old Man Winter

Curriculum and lnstruction May 4,2O17 Office of Social Studies

. . . Ardalin's [a region itr the Russian Arctic] unique ecology challenged the Russian and Western personnel working in the field to find new approaches to preserve lhe fragile ecosystem of the Arctic tundra. Because the tundra is particularly vulnerable in summertime, construction and drilling operations were conducted only in winter to shield the tundra from harmful effects. Roads were built from ice to transport equipment and supplies to the remote site. When the ground thawed, helicopters were used to bring in equipment and supplies... .

Source: TPIECA:,, "Conoco in the Russion Arctic: Preserving delicote Arctic ecology by minimizing the development footprint ond environmental impact"

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Source: Leshe Gilbert ltltnqworth. Nouember 10, 1941, Library ol Vlhtes. Aberystvryth (adaplecl)

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16 Point Rubric for DBQ Argument Writing (Gr. 9-12)

Prof icient Essay Elements

{istoricol Evidence

points

)lqim/Ihesis

iub-cloims

\lternole/ lounler-cloims

_points

Level 1

Beginning Level 2

Devetoping Level 3

Proficient Level 4

Exemplary

. Uses no evldence ot uses evidence whlch is not relevont

. lncludes 3 or more loctuol errors of historicol context

Uses no documents to support ony cloims

None of the sources ore cited or sources ore cited inconectly

a

. Uses underdeveloped generol evidence rothel thon specific evidence

. Provides only restolements from the lext

. lnoccurocies in historicol conlext ore likelY to be found.

. Uses less lhon holf of the documents to support cloim(s)

. Less thqn holf of the sources ore cited conectly

Uses odequete relevont ond historicolly occurote evidence to support eochsub- cloim

. Evidence comes ftom o slngle source or multiPle sources to support eoch sub- cloim.

. Minor inoccurocies in historicol context moY be found.

o Uses ot leost holf of the documenls provided to support sub-cloim(s), olternote(s) clqlm qnd/or counler-cloim(s)

. Most sources ote ciled conectly

. Uses subslontiol, specific, ond compelling historicollY occurote evidence from mulliple sources to support eoch sub-cloim

. lncludes no focfuol errors in historicol context

. tJses oll documents provided to support cloim(s)

. All sources ore cited correctly

. Cloirn (thesis) is not stoted

. Cloim(s) does not relote to the thesis.

or

. Stoted cloim (thesis) does not fully onswer the DBQ question

or

r Stcrtes sub-clqims which ore formuloic ond/or repetitive but do somewhot otign wilh the thesls.

or

. Does not specificolly stote on olternote or counler cloim

. Stoles o clolm (thesls), which onswers the hlstorlcol question, ond oddresses rnost onolyticol colegories

of . Stotos sub-cloims thot ore

not repetitlve ond olign with the cloim (thesis)

ol . Stotes olternote or

counler- cloim(s) but does nol odequotelY oddress the olternote or counter cloim

. Stoles q cleor, onolyticol ond comprehensive clcim (thesis), which fully onswers the historicol queslion

or . Stoies sophisticoted sub-

cloims, which olign cleorlY with the cloim (thesis)

or . Develops olternote cloim(s),

which strengthen the moin thesis, or sloies o counter- cloim(s) ond odequotely refutes the counter cloim

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ficient Essoy Elemenls

rsoning / AnqlYsis

_poinls

luqtion ol the Source

_poinls

tal Score:

level I Beginnlng _

Level 2 Devel,

Level 3 Proflcient

tevel 4

. Does nol moke ony inferences, inlerpretoiions, or drow onY conclusions qbout lhe evidence selected

. Does not tie bock to question

. Stotos inferences. inlerpretotions onci/or conclusions obout the evidence selected, but inf erences, interPrelotions ond/or conclusions moy noi be subslontioled bY the evidence, or ore sometlmes irrelevont

. Ties bock to question with no explonotion

Develops odequoie relevont inferences, interPretotions ond/or drows conclusions which ore substontioted bY the evidence selecied

. Ties bock to questlon wittr minimol explonotion

. Develops severol in-dePth inf erences, interPretolions, ond/or drows sPeciflc conclusions which ore substontioted bY evldence selected trom the documents

. Ties bock lo question with thorough exPlonoiion

. Uses no informotion from the documenls

. mokes no onolysis of ony SOUTCES

. ldentifies one or more sources used bY simPle ottribution (ocknowledging outhor)

(identifying on outhor or

Fromthe U.S. Geological SurveY (identifying source)

to Poine....ln The

o work)

I or more of lhe following

ldentifies the source's Point of view ond/or bios lo stlPPort o cloim or refute countercloim

or . Mokes q generol judgment of

source's reliobilitY ond/or credibilitY

I or more of the following:

. Exploins point of view ond/or bios of the sources to support o cloim ol refute o counter- cloim

OT

o Mokes o sophisticoted judgment of the source's reliotrril;ty ond/or cre dibilitY

or . Exploins the tone or intent of

the source

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