2tgl2o21 slo essay #1 test gradeln an essay answer the que

1. 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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(.r)} iI1{ SCHOOL DIS'TRICT
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

2. 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 wr ite
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,

3. 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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4. World Geography / AP Hutnatr Gcography
Baseline Ess^ay Protttpt
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i. i t.,;,";.'i'i scHooL DIS-f RICT
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

5. 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

6. 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
- I tlit iL:ht.t Il | )"r.. ']ui i','lr,.t "
L'rlr* tt :ir SCHOOL DIS.I'RICT
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

7. 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
nortllvest 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.

8. 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,
t
. i.1r a r,t ,! | '
,.'iii il il, SCHOOL DIS]'RICT
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

9. 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

10. 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
ls-Li^r t lLr r-/rt t ,
U qJL:i i[1'SCHOOL DISTRICT
Docuntent G
Monsoons in Asia.
Summsr 1983

11. 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
,#d
I
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 locomotiE 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

12. 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
t
ri:.
L.'t irni l{i,51tJl I,{:(cClrtilr{,r! rur r,{,Jl!rdfir
L {){.;j-ii1 SCHOOL DISTRICT
Document I
Document I
Cartoon by Leslie Gilbert Illingworth, November 10, 141
Old Man Winter

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

15. 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

16. 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

17. 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

18. . 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

19. refutes the counter cloim
I
i
I
I
I
I
i
i
ficient Essoy
Elemenls
rsoning / AnqlYsis
_poinls
luqtion ol the Source
_poinls
tal Score:
level I
Beginnlng _

20. 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

21. . 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

22. . 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
l
Name:
ABC's of a Country
Human Geography (Project Grade)
My Country:
11.. fi"rl

23. f i'r-o +
o? Nc.vn c t
tr^J I Mvnr c
'r
IS S-f1^< c- t.p. o ?
For this Project, you will create a Google Slide Presentation.
You will choose a country that starts with either the first letter
of your Last name or the first
letter of your Frist name. For example my name is Daniel Parks
so I can choose any country
that starts with either a D or a P.
You will creatively explain important physical, human, cultural,
and unique items of a country
in the World.
Google Slides: You will need one slide for every letter of the
alphabet. You need to choose
colors and formatting that will make your presentation colorful
and easy to read.
Details: On each slide, you will use a letter of the English
alphabet to start a word, give a short
description of how the word relates to vour country. then
illustrate this concept with a picture
You may not use two words that mean the same or almost the
same thing (Example: Oil and
Petroleum). The pictures must connect with the
word/description on that page.
Each slide will contain one letter of the alphabet. Include a
front cover (containing your name

24. and your country) If you decide not to use the letter "X", you
should use one of the other letters
twice to make a full set of 26 letters. For instance, you might
use two letter "C"s or two letter
"M"s. The letter "X" is the only letter that can be replaced. You
should be able to find a word
for all other letters of the alphabet. Be crestive und have fun!
Due: Monday February l, 2021
Presentation:
1. Each student will present their Google Slide Project to the
class
***For everyday late, will lose one letter grade***
Gradins Rubric for the Proiect:
/vtqrx'
Country Word
Description of Word
Picture about word
Creative & Neat (Legible)
25
50
15
10