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GUERRILLAREGENTS REVIEW

GLOBAL HISTORY & GEOGRAPHY

SAMPLE

GRR! STATISTICS

High school performance data has shown that the Global History & Geography Exam is often the one Regents Exam that endangers student graduation & ultimately a high school’s graduation rate & progress report.

Data has shown that GUERRILLA REGENTS REVIEW is a very effective way to get students to achieve passing grades on the Global History & Regents Exam!

IMPROVE YOUR GLOBAL HISTORY RESULTS

Large Manhattan High School 4 CTT (120 students) classes took June 2011 Exam

Brooklyn High School: 21 re-takers who needed Global Exam to graduate

Large Manhattan High School: 39 re-takers who needed Global Exam to graduate

Manhattan High School: 11 Special Education re-takers

Manhattan ESL High School: 2 English Language learners re-takers who needed Global Exam to graduate

JUNE 2011 GLobAL HISToRy PASSING RATE: 83%



JANUARy 2012 GLobAL HISToRy PASSING RATE: 91%

JANUARy 2012 GLobAL HISToRy PASSING RATE: 100%

BEFORE GRR!

AFTER GRR!100

80

60

40

20

0

GRR! includes content organized in a theme-based system. Exposure to hundreds of past Regents questions linked to the con-tent seriously boost their chances of achieving a passing grade.

Here are some recent results of different groupings of students (General Education students, Students with IEPs & English Language Learners) who all used GUERRILLA REGENTS REVIEW to pass the exam.

HOW TO GRR!................................................................3KNOW YOUR ENEMY.....................................................5GET READY TO ATTACK................................................6GO TO W-A-R.................................................................8WATCH YOUR BACK....................................................10

GEOGRAPHYReview Content..................................................................14Regents Questions.............................................................22 Score Sheet........................................................................31

ECONOMICSReview Content..................................................................32Regents Questions.............................................................42 Score Sheet........................................................................52

POLITICAL AND LEGAL SYSTEMSReview Content..................................................................54Regents Questions.............................................................68 Score Sheet........................................................................75

BELIEF SYSTEMSReview Content..................................................................76 Regents Questions.............................................................82 Score Sheet........................................................................91

ACHIEVEMENTSReview Content..................................................................92 Regents Questions...........................................................100 Score Sheet......................................................................108

TURNING POINTSReview Content................................................................110 Regents Questions...........................................................124 Score Sheet......................................................................132

INDIVIDUALSReview Content................................................................134Regents Questions...........................................................148Score Sheet......................................................................155

HUMAN RIGHTS VIOLATIONSReview Content................................................................156Regents Questions...........................................................166 Score Sheet......................................................................175

CONFLICTReview Content................................................................176 Regents Questions...........................................................186Score Sheet......................................................................196

MODERN ISSUESReview Content................................................................198Regents Questions...........................................................206Score Sheet......................................................................221

GRR! PROGRESS SHEET...........................................223NOW WHAT?..............................................................224

2 GUERRILLA REGENTS REVIEW

HOW TO GRR!

1. Know the content the Regents frequently asks about! Read the GRR! Thematic Content over & over! For example: In your review content & practice questions for GRR! GEoGRAPHy & GRR! ECoNoMICS, you will see questions about Japan’s aggressive foreign policy & the reason for it. The reason for Japan’s aggressive foreign pol-icy is that Japan is a mountainous archipelago with FEW NATURAL RESoURCES. Based on the frequency of this geographic & economic topic on past exams, it is likely that it will be on the next one. Read the GRR! thematic con-tent before & after you answer questions & then whenever else you can between now & the exam. Remember: GUERRILLA REGENTS REVIEW is NOT a condensed version of 8,000 years of history like other review books. It is the content you need connected to real Regents questions.

2. ATTACK the question! Read each question & all of its choices carefully! Make sure the answer you choose an-swers the question. Remember for many questions, there are 2 bad choices. Cross them out in your GRR! Workbook & on the exam on the day of the Regents. Watch out for words like ALL or NEVER or NOT. Do not fall into any traps. Ask yourself what you know about each question. Underline, circle, highlight what is important! When doing practice questions, look where the target/bullseye tells you to look in the GRR! Thematic Content. Underline, circle, highlight what is important. Go back to the question & cross out the 2 bad choices. Go back to the content if you need to. Cross out the 3rd bad choice & circle the correct answer.

3. After you have completed 50 questions for a theme, record your answers carefully on the answer sheet for that theme at the end of each chapter. Your teacher will inform you of your results. On the GRR! Item Analysis Chart, circle the question numbers you got wrong & try them again using the thematic content. If many of your classmates got the same questions wrong, discuss them.

PoINTS yoU NEEDBased on recent scoring conversions, you will earn a 65 (probably higher) if you: 1. Get 30 (or more) out of 50 multiple-choice questions

correct, 2. Get all of your short answer DBQs correct, 3. Get a 3/5 on the Part 2 Thematic Essay, & get a

3/5 on the Part 3B DBQ Essay.

4. Keep track of your progress. Shade in the percentage of questions correct & see which themes you need to work on. Remember, you need 30 or more multiple choice correct.

5. Use GRR! content to get ready for the thematic essay. The review content you have in your hands will provide you with enough information to outline a solid thematic essay based on any of the 10 themes (or a variation of them). Take for example the very recent thematic essay ques-tion about “INDIVIDUALS.” The Regents has also asked students to write a thematic essay on “Ideas” of individu-als & there was also a thematic essay question not too long ago about “Written Works.” Your GRR! INDIVIDUALS content & questions refer to many individuals & their achievements & ideas. Several of them wrote books based on their ideas, such as Machiavelli’s The Prince or The Communist Manifesto by Marx & Engels. Know as many individuals (& the impact of their ideas) for the multiple choice as possible, but be an expert on 2 or 3 for the thematic essay. Do the same for all the themes. Know as much as possible about them for the multiple choice, but be an expert on 2 or 3 for the thematic essay.

GUERRILLA REGENTS REVIEW 3

1KNOW YOUR ENEMY

The Global History & Geography Regents is the only exam that covers two years of study and topics from over 8,000 years of history. It is broken up into four sections: Part 1 is 50 multiple-choice questions. Part 2 is a thematic essay. Part 3A consists of 12-14 short-answer scaffolding questions based on historical documents. Part 3B is the Document-Based Essay.

The rationale behind Guerrilla Regents Review is quite sim-ple. Analysis of past Regents Exams shows that the exam is based on 10 (or so) repeated themes. Students can familiar-ize themselves with the themes and practice several questions based on each of those themes and the different ways the Regents has asked about them in the past.

Steps to Success: 1. Know the themes, 2. Practice the ques-tions, 3. Use the review content to look up answers to mul-tiple choice questions & to outline thematic essays. 4. When encountering questions involving charts, maps and political cartoons, remember W-A-R! (Words on the graphic or key that are important, Actions, change or movement on the graphic, Reason the author or artist created the graphic, Subject or title or idea of the graphic) 5. Be aware of Regents Booby Traps!

How is Guerrilla Regents Review different from other review books? Unlike other Regents review books, Guerril-la Regents Review gives students a strategy, a plan of attack that includes guided, yet rigorous practice to pass the exam. GRR! is NoT a condensed version of 8,000 years of history. It is the only theme-based review workbook out there. GRR! is a practical preparation based on frequency of questions taken from past exams linked to relevant review content. Based on recent scoring conversion charts, if a student can get 30 multiple choice correct out of 50 and all short-answer DBQs correct, they can write average thematic & DBQ essays and they will pass the exam.


2GET READY TO ATTACK

Like guerrilla warfare, Guerrilla Regents Review (GRR!) requires disciplined training & knowledge of your enemy, in this case, the Global Studies Regents Exam. GRR! has broken down recent exams into the most common themes: geography, economics, political systems and more. Through practicing several of the most common geography ques-tions, for example, GRR! gives the student training in how the questions are worded and how they should be attacked. There may be 5 or 6 multiple choice questions (and possi-bly the thematic essay like January 2011) directly related to the theme of geography. If the student can get to know the commonly asked geography questions through guided prac-tice, they will be well-prepared for the exam. If they need to review the content about river valleys (January 2011 or June 2010 #6), Hitler &/or Napoleon’s failure to invade Russia (June 2011 #20) or Japan’s need to imperialize because of a lack of natural resources (January 2011 #26), they can refer to the content for the theme they are practicing. Each thematic review content has more than enough information to answer each multiple-choice question and enough infor-mation to provide an outline and solid foundation to write a thematic essay. Remember, the multiple-choice and the-matic essay are the most difficult parts of the exam. These two parts add up to about 70% of the final score.

Let’s ATTACK this question - the State often asks about Napoleon’s &/or Hitler’s failure to successfully conquer Russia.

How did geography affect both Napoleon’s invasion & Hitler’s invasion of Russia?(1) Deserts made invasion possible. (3) The tundra enabled the movements of troops. (2) The climate created obstacles to success. (4) Warm-water ports prevented the flow of supplies.

4 - ROLE OF GEOGRAPHY IN CONFLICT


ASK YOURSELF WHAT YOU KNOW

A

THEMES & SUBTHEMES

T

THROW OUT 2 BAD CHOICES

T

ANALYZE THE CONTENT AGAIN

A

CROSS OUT THE 3RD BAD ANSWER

C

KNOCK OUT SOME MORE!

K

How did geography affect both Napoleon’s invasion & Hitler’s invasion of Russia?

4 - ROLE OF GEOGRAPHY IN CONFLICT

Which theme is the question referring to? Geography; Subtheme: Invasion/conflict. Go to the review content, Section 4) Role of Geography in Conflict, or go to the next step

You know it’s cold in Russia. And you know it’s a big country. Deserts in Russia? Cross out choice (1). Warm-water prevented flow of supplies? Cross out (4): Warm water would help the flow of supplies. Furthermore Russia did not have access to much warm water.

How did geography affect both Napoleon’s invasion & Hitler’s invasion of Russia?(1) Deserts made invasion possible. (3) The tundra enabled the movements of troops.(2) The climate created obstacles to success. (4) Warm-water ports prevented the

flow of supplies.

How did geography affect both Napoleon’s invasion & Hitler’s invasion of Russia?(1) Deserts made invasion possible. (3) The tundra enabled the movements of troops.(2) The climate created obstacles to success. (4) Warm-water ports prevented the

flow of supplies.

The spreadsheet provides “cause & effect” information for you to answer the multiple choice question and write a thematic essay.

4 – ROLE OF GEOGRAPHY IN CONFLICT

Napoleon & Hitler both failed to conquer Russia because of its large size & cold climate.

Questions 30, 33, 66, 72, 73, 74, 75, 78, 86, 93, 94, 99, 100

The tundra enabled movement of troops? That’s not what my trusty GRR! Geography Review Content is telling me! Cross it out & Choose (2) like the content says. The climate created obstacles to success!

Bring on several dozen more geography questions! You’re ready for more! Remember this info in case you see another “Invasion of Russia” question…because you will! You may need to (Steps for Success #4) Analyze the content the next time you see this type of question, but by the time you see the question for a 3rd time, you won’t!

How did geography affect both Napoleon’s invasion & Hitler’s invasion of Russia?

You can write on the exam booklet! Imagine you are practicing for the exam & underline, cross out, write notes all over your GRR!! booklet!


WORDSAre there any WoRDS on the chart, cartoon, or map that give you an idea of what the graphic is about? Look to see if there is a key, usually found on maps & sometimes charts. There is a title for this map. It says, “The Pattern of Urban-ization: Primate (First) & Secondary Cities, 650-1500.” And the Source on the bottom says this map is from a book called, Trade and Civilization in the Indian Ocean.

ACTIONSIs there any ACTIoN? There are a bunch of dots on the map. I remember the title is something about urbaniza-tion or cities. Some dots are bigger than others. The really big dots are all near some body of water and so are a lot of the smaller dots. This question is from the GRR! Theme of Geography and I’m being pointed to the section of the spreadsheet about Trade Routes.

REASONWhat is the REASoN N.K. Chaudhuri (from the Source) drew this map? Look-ing at the map again, I see that all the dots, whether big or small are near some body of water. Some of the biggest dots are in Africa near the Nile River (Egypt), China (Huang He), India (Indus) and I see one between 2 rivers in the Middle East, which must be the Tigris & Eu-phrates Rivers (Mesopotamia). This person drew this map to show us that early cities formed near bodies of water and not just for irrigation and fertile soil for agriculture. It looks like trade as a lot to do with it because my spreadsheet tells me that rivers and oceans are great for trade, travel & transportation.

Based on the information provided by this map, which statement about urban areas between 650 & 1500 is accurate? (1) Most urbanization occurred in the Southern Hemisphere. (2) Most urbanization is associated with a tropical climate. (3) Most urban areas were located in Europe.(4) Most urban areas developed near waterways.

3GO TO W-A-RA strategy for charts, political cartoons & maps

Throughout all of the theme-based questions, students will encounter skills-based questions that include charts, maps & political cartoons. Guerrilla Regents Review has a system to attack these types of questions: W-A-R! Students will ask them-selves the following 3 questions when they approach these questions.


REGENTS TRAP # 1 - THE “OPPOSITE” TRAPLook at the two examples below. Both of them include vocabulary words &/or concepts you know but are worded in a way that makes that choice the opposite of the correct answer. Avoid the booby trap choice & choose the correct answer.

Which statement best reflects an effect of imperialism in Africa?(1) Land was distributed equally between social classes.(2) Territorial divisions were primarily established using tribal boundaries.(3) Natural resources were exploited for the benefit of European powers.(4) Timbuktu became the center of great learning.

Which change to Christian church practice was suggested by Martin Luther?(1) increasing the sale of indulgences (2) installing statues of saints in churches (3) saying the mass in Latin so the faithful would learn it(4) printing the Bible in the vernacular so all could read it

Booby Trap!You learned that at the Berlin Conference, industrialized European nations drew the borders of Africa we see today. Some students may pick (2) because they saw “tribal bound-aries”. This is actually the totally wrong/opposite answer be-cause the Europeans made sure not to divide territory based on tribal boundaries.

Correct AnswerIt’s (3) because we know that the Europeans divided up Africa for natural resources to benefit their industrialized economies & today’s borders are actually European-drawn boundaries used to divide & conquer the continent during the Age of Imperialism.

Booby Trap!Read ALL of your choices. Did you think about picking (1) because of the word “indulgences”? That would be the total opposite of what Luther believed in because it says “increasing the sale of indulgences.” Watch out! And (3) is a bad answer because only the clergy really knew Latin.

Correct AnswerThe best choice is (4). In addition to eliminating the sale of indulgences, Luther wanted people to read the Bible in their own language, or vernacular.

4WATCH YOUR BACK5 Regents Booby Traps to watch out for!

The people who write test questions are testing your knowl-edge, and more importantly how carefully you read. Many times they will put a vocabulary word you recognize in a choice that is completely wrong (opposite trap). Sometimes they give you choices of facts that you are confident you know, but they do not answer the question asked (true, but not for this question). Sometimes they will give you choices

that have some correct information corresponding to the ques-tion, but some of it may be incorrect (wrong time &/or wrong place). For several questions, you will need to clearly distin-guish cause from effect or vice versa (causes or effects). And you will need to be able to distinguish fact from opinion or vice versa (fact vs. opinion).


GEOGRAPHY 1) IMPACT OF PHYSICAL FEATURE2) LOCATION: ON/NEAR TRADE ROUTES3) IMPERIALISM & GEOPOLITICS4) ROLE OF GEOGRAPHY IN CONFLICT5) MOVEMENT OF PEOPLE, IDEAS, GOODS & DISEASE6) RIVER VALLEYS/FERTILE SOIL7) RESOURCES FOR REVOS8) EMPIRES/PROXIMITY TO POWERFUL NEIGHBORS9) SOCIAL SCIENCES/TYPES OF MAPS10) RELIGION11) BIRTH OF NEW NATIONS12) IMPACT OF HUMANS/ENVIRONMENTAL

CONCERNS

QUESTIONS(2)(5)(12)(17)(18)(19)(23)(24)(38)(5)(9)(12)(15)(16)(20)(21)(22)(25)(32)(34)(10)(34)(35)(38)(40)(41)(47)(13)(14)(30)(36)(37)(39)(42)(43)(46)(48)(49)(50)(30)(33)(43)(1)(3)(6)(8)(12)(32)(3)(6)(26)(27)(28)(9)(29)(4)(11)(7)(30)(37)(39)(43)(50)(30)(37)(39)(43)(49)(50)(31)(44)(45)

Geography affects the development of human societies & behavior! Geography dictates where people will get their food & energy & sometimes affects how they pray. People who live near oceans will eat lots of fish. The world’s earliest civilizations began near rivers that provided fertile soil for agriculture. Rivers aren’t just for agriculture anymore! People can change their environment to meet their needs, like harnessing electricity from rivers. Some rivers like the Ganges River have religious significance. Mountains separate groups of people, like the Ural, Himalaya & Andes Mountains. The Amazon Rainforest is another example of a natural barrier because it is difficult to cross. The Amazon Rainforest & the Andes Moun-tains both made it very difficult to unify South America. The geographic diversity of South America disappointed Simon Bolivar, a Latin American independence leader, because he envisioned a kind of unified confederation of South American states that were former Spanish colonies where people worked hard to get their independence. There were other political reasons his dream did not work out, but geography sure played a major role. Before the Industrial Revolution, Africa’s di-verse geography made it tough for Europeans to get into the interior of the continent. With the use of the steam engine, ma-chines & quinine to battle malaria, the Europeans divided up Africa during the Age of Imperialism to get natural resources for their industrial economies. You will see many multiple-choice questions about GEoGRAPHy on the exam, but also be an expert on 2 or 3 physical features & how they affected the development of a region or nation in case the THEMATIC ESSAy is GEoGRAPHy or GEoGRAPHIC FEATURES.

1) IMPACT OF PHYSICAL FEATURE

QUESTIONS (2)(5)(12)(17)(18)(19)(23)(24)(38)(48)“Geography is the mother of all history!” Different physical features impact/affect the way people live. Mountains, des-erts & rainforests can prevent or delay invasion & cultural diffusion. In Africa, the desert, rainforests, mountains & other physi-cal features hindered/made European imperialism difficult. However, after the Industrial Revolution, Europeans were able to get into the interior of Africa to exploit the land & people for natural resources (Scramble for Africa/berlin Conference).

Population Density: Few people live in harsh environments like hot deserts where there is little rainfall or water for vegeta-tion or Siberia & the Mongolian Steppe where it is very cold for most of the year. The steppe did not provide an environment where agriculture could support a large, sedentary population, but the Mongols who were nomadic herders, were able to raise yak, goats, sheep & reindeer on the steppe’s grasses for centuries. Rainforests can support only a very small amount of people in the world because it is very difficult to grow crops. The canopy formed by the largest of trees blocks sunlight from getting to the floor of the rainforest. There is not enough flat area for planting crops on the floor of the rainforest. The soil is not deep enough to grow crops & it is very low in nutrients.

G E O G R A P H Y


The natural barriers surrounding China led early dynasties to develop an ethnocentric view of the rest of the world. They thought their culture was better than all others. To the east, China is bordered by the Pacific Ocean (or the yellow Sea), to the southwest are the Himalaya Mountains, to the north is the Mongolian Plateau & to the west & northwest are the Gobi & Taklamakan Deserts. It was known as the “Middle Kingdom” because many Chinese thought they lived in the middle of the earth. Because of their physical surroundings, some believed for a while that they were the only race on earth. They thought that any non-Chinese were barbarians.

Mountains in Greece, South America, Japan & China, Eastern Europe: Inca, Japanese & Chinese farmers adapted the geography of their countries by building agricultural terraces into the mountainsides. The rugged, mountainous geography of Greece led to the development of separate, independent city-states. The Andes Mountains made it very difficult for SouthAmerica to unite politically & economically because they act as a natural barrier. The Ural Mountains in Russia act as a bar-rier. Most of the population lives west of the range. The Alps, however, did not stop Hannibal from attacking the Romans.

Ring of Fire/Pacific Rim: Japan is located in the Pacific Rim in “the Ring of Fire” where earthquakes, tsunamis & mon-soons have destroyed many coastal villages. Shinto, a nature-based religion developed out of respect for their geographic surroundings.

Archipelagos & Irregular Coastlines: The irregular coastlines of the archipelagos of Greece, Great Britain & Japan pro-videdfor natural harbors leading each nation to develop seafaring trade. Britain’s island geography led the nation to build oneof the world’s best navies. People who live on archipelagos (chains of islands) have diets heavily influenced by seafood.

Cold Climate & Large size of Russia: The geographic size, location & climate (cold) of Russia prevented it from being conquered by both Napoleon (1812) & Hitler (1942-3).

Peninsulas: Cities like Venice became rich from Mediterranean Sea trade between the Italian peninsula & the Middle East after the Crusades. Other peninsulas (landmasses surrounded on 3 sides by water) include Korea, Saudi Arabia, India, Spain & Portugal. Peninsulas have helped promote exploration, trade & cultural diffusion & sometimes have encouragedinvasion (Korea). Spain & Portugal lie on the Iberian Peninsula, a location beneficial to maritime exploration.

Lack of Natural Resources: Japan’s lack of natural resources led to the nation becoming imperialistic & fighting several wars against China (for control of Manchuria), Russia (for control of Korea) & much of Southeast Asia before World War 2.

2) LOCATION: ON/NEAR TRADE ROUTES

QUESTIONS (5)(9)(12)(15)(16)(20)(21)(22)(25)(32)(34)Much of history has been determined by location on or near trade routes. Waterways such as oceans, rivers, canals, lakes & landmasses near these bodies of water such as peninsulas, archipelagos & islands have promoted trade, trav-el & transportation. The early civilizations began near rivers & subsequently, most major cities (Singapore, Hong Kong, Istanbul/Constantinople, Alexandria, Macao, New york, etc.) throughout history developed near strategic waterways like rivers, oceans, straits. Peter the Great fought to expand the Russian Empire to include a city on the baltic Sea (St. Petersburg) to modernize the country because it had been cut off from European trade. on the other hand, these beneficial locations may have invited imperialism to control strategic trade routes.

WATER TRADE RoUTES/PENINSULAS: Water routes near landmasses like peninsulas, islands & archipelagos al-low for trade, travel & transportation. Spain & Portugal both lie on the Iberian Peninsula & led the way in global explora-tion. Saudi Arabia, Korea & India are also located on peninsulas. A major reason the Renaissance began in Italy was be-cause the Italian peninsula allowed city-states to become wealthy from trade between Europe & Asia. After the Crusades, feudalism declined as these trade routes developed to supply the European demand for new products from around the world found in the Middle East after the Crusades. The Age of Exploration & the Commercial Revolution followed the Crusades & the foundation for these turning points was trade along existing & newfound trade routes. The Southeast Asian penin-sula is considered a crossroads because of its location near the Pacific & Indian Oceans, the archipelagos of Indonesia, the Philippines, Malaysia/the Straits of Malacca & the Indian peninsula. The Mekong River runs through the Southeast Asian Peninsula beginning in China, flowing through Myanmar (formerly known as Burma), Thailand, Laos, Cambodia & Vietnam.


Which name identifies the region located between the Tigris & Euphrates rivers? (1) Cape of Good Hope (3) Mesopotamia (2) Sinai Peninsula (4) Horn of Africa

6 - RIVER VALLEYS

Which geographic feature most directly influ-enced the development of Greek city-states? (1) deserts (3) vast plains (2) mountainous terrain (4) monsoons

1 - IMPACT OF PHYS. FEATURE

One similarity between the Nile River valley & savanna lands in Africa is that they both (1) served as major barriers to the movement of

people & goods (2) provided necessary resources for settlement (3) are located on the western side of the continent (4) had little effect on the lives of the people who

lived in these regions

6 - RIVER VALLEYS 7 - RESOURCES FOR REVOS

1

2

3

8

4

5

6

7

Knowing the latitude of a location would be most helpful in determining(1) language (3) population (2) temperature (4) time

9 - SOCIAL SCIENCES/TYPES OF MAPS One way in which South Korea, Saudi Arabia, & India are geographically similar is that each is located on(1) an island (3) an isthmus (2) an archipelago (4) a peninsula

1 - IMPACT OF PHYS. FEATURE 2 - LOCATION ON/NEAR TRADE ROUTES

The Indus & Huang He (Yellow) rivers are both closely associated with(1) border disputes (2) sacred biblical sites (3) cradles of early civilization (4) oil discoveries

6 - RIVER VALLEYS 7 - RESOURCES FOR REVOS

A similarity between Shinto in Japan & animism in African societies is that both(1) use the Torah to establish law codes (2) stress the importance of the Eightfold Path (3) believe that spirits exist in nature (4) base social rank on a caste system

10 - RELIGION

Base your answer to question 8 on the map below & on your knowledge of social studies.

The main purpose of this map is to illustrate the location of(1) overseas trade routes (2) early belief systems (3) river valley civilizations (4) burial sites of ancient rulers

W-A-R; 6 - RIVER VALLEYS

ATTACK AND GO TO WAR!Ask yourself what you know Themes & subthemesThrow out 2 bad choices Analyze the spreadsheetCross out the 3rd bad answerKnock out some more questions!

Words

Actions

Reason


9

11

10

12

13

14

17

15

18

16

19

Mediterranean Sea

Which empire best fits these descriptions?(1) Roman (3) Mongol(2) Ottoman (4) Songhai

2 - LOCATION ON/NEAR TRADE ROUTES 8 - EMPIRES/PROXIMITY TO POWERFUL NEIGHBORS

During the first Global Age (A.D. 1450-1770), European countries obtained both a source of raw materials & a reliable market for their finished goods by developing (1) the policy of mercantilism (2) laissez-faire principles(3) trade cooperatives (4) forts along the Silk Roads

3 - IMPERIALISM & GEOPOLITICS

Which feature would most likely be shown on a physical map? (1) population density (3) climate(2) vegetation zones (4) mountain ranges

9 - SOCIAL SCIENCES/TYPES OF MAPS

Base your answer to question 12 on the statements below & on your knowledge of social studies.

civilizations to develop and flourish.

Malacca determined who traded in the Spice Islands.

-tainous, people live in densely populated areas along the coast.

Which conclusion is best supported by these statements?(1) Major urban centers are found only along rivers.(2) The geography of a nation or region influences

its development.(3) Without mountains & rivers, people cannot

develop a culture.(4) The spread of new ideas is discouraged by

trade & conquest.

1 - IMPACT OF PHYSICAL FEATURE, 2 - LOCATION ON/NEAR TRADE ROUTES, 6 - RIVER VALLEYS

How did geography affect both Napoleon’s inva-sion & Hitler’s invasion of Russia? (1) Deserts made invasion possible.(2) The climate created obstacles to success.(3) The tundra enabled the movements of troops. (4) Warm-water ports prevented the flow of supplies.

4 - GEOGRAPHIC ROLE IN CONFLICT

Which geographic condition contributed to the defeat of Napoleon’s troops during the invasion of Russia? (1) drought (3) severe flooding(2) typhoons (4) harsh winter

4 - GEOGRAPHIC ROLE IN CONFLICT

One reason the Renaissance began in Italy was that Italian city-states(1) defeated the Spanish Armada(2) were unified as a nation under the Pope(3) were unaffected by the Commercial Revolution (4) dominated key Mediterranean trade routes

2 - LOCATION ON/NEAR TRADE ROUTES

Which geographic factor contributed to the rise of the Renaissance in Italian city-states? (1) mountainous terrain of the Alps(2) location near the coast of the Mediterranean Sea(3) navigable waters of the Danube river (4) ease of travel on the Northern European Plain

2 - LOCATION ON/NEAR TRADE ROUTES

Use of terracing is an example of a society’s reaction to (1) religious beliefs (3) geographic conditions(2) social stratification (4) political situations


One way the Incas adapted their environment was by (1) building a network of roads through the mountains(2) growing rice as a major agricultural product(3) establishing an encomienda system (4) creating floating gardens


Which factor most influenced the development of diverse cultures in pre-Columbian South America? (1) trade agreements (3) imported religious ideas (2) geographic features (4) peasant revolts



GRR! GEOGRAPHY SCORE SHEETCarefully transfer the answers you circled on your

GRR! GEOGRAPHY Questions here so you can be scored!

Circle the question numbers you got wrong for this section. Using your GRR! GEOGRAPHY Spreadsheets, try the question again.

If many people in your class got the question wrong, talk about it together.

1 11 21 31 41

2 12 22 32 42

3 13 23 33 43

4 14 24 34 44

5 15 25 35 45

6 16 26 36 46

7 17 27 37 47

8 18 28 38 48

9 19 29 39 49

10 20 30 40 50


N O T E S


NOW WHAT?And a Word About the Thematic...

Now that you’ve got 500 theme-based multiple-choice ques-tions under your belt, what should you do now?

1. Always be reading the GRR! review content! Go back & re-read the GRR! Geography, Economics, Political & Be-lief Systems, Achievements, Individuals, Turning Points, HRV, Conflict & Modern Issues chapters!

2. Look at the questions you got wrong. Go back to the re-view content, try them again, get them right & understand why the correct answer is the best answer.

3. Take old Regents Exams & try to recognize the themes of the questions. You will probably recognize many of the questions from the hard work you’ve done in your GUERRILLA REGENTS REVIEW Workbook. Use your GRR! Themes to answer more Regents questions!

4. A word about the THEMATIC ESSAy: Remember, try to know most sections of each theme for the multi-ple-choice (Part 1), but be an expert on 2 or 3 sections (subthemes) of each theme for the THEMATIC ESSAy! For instance, if the thematic essay is INDIVIDUALS like the January 2012 Exam, or June 2010 (CHANGE-IDEAS of INDIVIDUALS) or the January 2010 (CULTURE & INTELLECTUAL LIFE, or written works of INDIVIDU-ALS), you should be an expert on 2 or 3 individuals from the GRR! INDIVIDUALS chapter. Also, recognize that most of the thematic essays are going to fall (directly or indirectly) into one of the 10 themes you read about in your GRR! Workbook. See the chart below for 13 recent essay topics.

EXAM REGENTS THEME GRR! THEME

JANUARY 2012 INDIVIDUALS INDIVIDUALS

AUGUST 2011 CHANGE-GLOBAL ISSUES MODERN ISSUES

JUNE 2011 TECHNOLOGY: INNOVATIONS ACHIEVEMENTS/TURNING POINTS

JANUARY 2011 GEOGRAPHY GEOGRAPHY

AUGUST 2010 NATIONALISM POLITICAL SYSTEMS

JUNE 2010 CHANGE-IDEAS INDIVIDUALS

JANUARY 2010 CULTURE & INTELLECTUAL LIFE: WRITTEN WORKS INDIVIDUALS

AUGUST 2009 BELIEF SYSTEMS BELIEF SYSTEMS

JUNE 2009 HUMAN RIGHTS HUMAN RIGHTS VIOLATIONS

JANUARY 2009 GEOGRAPHY GEOGRAPHY

AUGUST 2008 GEOGRAPHY & ADAPTATION OF LAND GEOGRAPHY

JUNE 2008 BELIEF SYSTEMS BELIEF SYSTEMS

JANUARY 2008 CHANGE-NON-POLITICAL REVOLUTIONS TURNING POINTS

When you look these old thematic essays up (www.nysedregents.org), you must read every part of the theme, task & sug-gestions. You must read the theme carefully. For example, in January 2008, the theme & suggestions are very clear about non-political revolutions. If you write about the French & Russian revolutions, you will not be awarded any points. Another example is from August 2011. The theme clearly says to write about two global problems SINCE WORLD WAR 2. You will not be awarded any points, no matter how well you write, about anything prior to World War 2. Be sure to address all aspects of the task. Often students lose points because they fail to include something the task asks of them. Example: mention a specific country or region where something about the theme occurred. You will not get a 4 or 5 if you leave out any part of the task. Take some time to outline your thematic essay, write a draft & then a neat copy.


Here’s what some students, teachers & administrators have to say about Guerrilla Regents Review (GRR!).

STUDENT TESTIMONIALS:“Before I had these review sheets, I took the exam three times & failed. I wish I had it the first time I took it.”

“Just do the questions & look at the spreadsheet. Then do some more questions. You’ll pass!”

“I messed around in June & I failed. I didn’t use the mate-rials. In August I went in & took a chance. I failed. I used the materials before I took the January exam & I got a 70!”

“Hey Mister, where’s the spreadsheets for US?”

TEACHER TESTIMONIALS:“The materials are organized in such a way that they see the same concepts over & over again. When they use the system to practice, they’ll pass!”

“They’re being exposed to the concepts that constantly show up on the exam. After using the system for a few dozen questions, they really get the hang of it. I know some won’t admit it, but they think it’s fun after a while. It’s also pretty easy to get creative in the classroom with GRR! You can make it competitive & fun & they can observe their progress as you work through each of the themes.”

I had two older ELLs that just needed the Global to graduate. One failed it five times! They like the systems & structure of GRR! They made it.”

ASSISTANT PRINCIPAL, SUPERVISION TESTIMONIAL:“I think it really works! The steps of A-T-T-A-C-K for the multiple choice & W-A-R for the maps, charts & cartoons are great for kids. I think he’s really on to something here.”

PRINCIPAL TESTIMONIAL:“You got all of these Special Education students to get a 65 in January? Wow! Thanks! Really…Thanks!”

TESTIMONIALS

EDUCATION CONSULTANT TESTIMONIAL:I am an education consultant in New York City, specializing in Global & US History. I strongly encourage all the teach-ers & students I work with to use Guerrilla Regents Review for Global History. The results are amazing. Approximately 85% of first time test takers who use this resource score 65 or better & approximately 75% of re-takers pass the test. These results are far better than before we used Guerrilla Regents Review! Teachers love the resource because the strategies are simple to use yet highly effective & they don’t have to worry about getting photocopies made. Principals are of course delighted when they see graduation rates improve because seniors finally pass the Global History Regents as a result of using Guerrilla Regents Review. Of course the improvement this has on the Progress Report is also appreciated.

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Guerrilla Regents Review (GRR!) is the only review book that links real questions to real Regents content, giving students the practice & confidence they need to boost their scores...& your school’s passing rate. GRR! has also been effective in getting re-takers to finally pass the Global History & Geography Regents Exam.

IS PROFESSIONAL DEVELOPMENT AVAILABLE?Are NYS Regents History results affecting your Graduation Rate and Progress Report? Guerrilla Regents Review, in association with Shane Purse Associates offers professional development support that improves instructional effectiveness of your History faculty…and improves your Global History & Geography Regents passing rate.

PROFESSIONAL DEVELOPMENT PLANS We specialize in highly engaging, interactive workshops and in-class real-time demonstration of effective instruction. Our consultants have a track history as highly effective history teachers and professional development consultants who help schools to dramatically improve student outcomes.

We offer a variety of packages for Teachers, allowing flexibility in their schedule, as well as options for the amount of instruction they need or desire.

ARE NYS HISTORY REGENTS SCORES AFFECTING YOUR HIGH SCHOOL’S PERFORMANCE?

PLEASE CONTACT US FOR MORE INFORMATION AND/OR RATES FOR THESE WORKSHOPS.

FOR TEACHERS:

3 hour workshop• Improve Global History Regents Scores

Full day plus 3 hour workshop

• Improve Global History Regents Scores• 1 day in-class modeling of strategies with your history teachers

5 day package plus 3 hour workshop • Improve Global History Regents Scores

• 5 days in-class modeling of strategies with your history teachers • Improve instructional effectiveness of History faculty (Global, US and AP History)

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FOR STUDENTS:

Six 3 hour Regents review workshops • Engage students in multiple choice strategies

• DBQ Short-Answer Questions & Essay writing• Student workshops are kept to a minimum of 20 students.

guerrillaguerrillaregentsreview.com/grr!_sample.pdf · exposure to hundreds of past regents...

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