2023 (June): NY Regents - Global History and Geography II - Sara Cowley | Library

Instructions

From the New York State Education Department. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY II. Internet. Available from https://www.nysedregents.org/ghg2/623/glhg2-62023-examw.pdf; accessed 7, July, 2023.

Base your answer to question 1 on the passage below and on your knowledge of social studies.

…Osei Kwadwo clearly believed that Asante [Ashanti] could not maintain its position solely by force of arms. During his 13-year reign (1764–77), he shifted authority in many areas from military leaders to civilian officials. The Asante devoted great care to the training of these administrators. Many officials entered government departments as children and spent years performing menial [low-level] jobs as they absorbed the routines and attitudes of public service. Though most of these youths were the sons of officials, Osei Kwadwo saw to it that opportunities were created for talented outsiders. Trainees who showed ability were promoted, and the most capable eventually attained important posts. Under the guidance of these individuals, Asante entered the 19th century as the most sophisticated society in all of Africa.… 

Source: Philip Koslow, Asante: The Gold Coast, Chelsea House Publishers, 1996

1.

This passage would best be used for

2.

Which situation is being depicted in this cartoon?

3.

Which event directly resulted from the situation shown in this cartoon?

Base your answers to questions 4 and 5 on the passage below and on your knowledge of social studies. 

    …What were people using all the extra energy for? More heating and cooking, to be sure, and more travel in steamships and trains; but mainly, people were manufacturing more things: more textiles, more machines, more food and ale, more paper. The pattern was clear: the more you produced, the more energy you needed. And conversely [in reverse], the more energy you used, the more things you produced — and the wealthier you or, more likely, your employer or the state, became. 

One might just as well relabel [rename] the expanding Industrial Revolution the energy revolution, because the industrial economies of the nineteenth century simply could not have developed without the parallel emergence of energy economies to sustain them. And as industrialization spread, country by country, region by region, so did demand for energy.… 

Source: Paul Roberts, The End of Oil, Houghton Mifflin Company, 2004

4.

Which economic concept best explains the relationship between energy and industrial production discussed in this passage?

5.

Which statement best represents this author’s point of view?

Base your answers to questions 6 and 7 on the passages below and on your knowledge of social studies. 
***

…The influence of laissez faire on the treatment of Ireland during the famine is impossible to exaggerate. Almost without exception the high officials and politicians responsible for Ireland were fervent [strong] believers in non-interference by Government, and the behaviour of the British authorities only becomes explicable [understandable] when their fanatical belief in private enterprise and their suspicions of any action which might be considered Government intervention are borne in mind.… 

Source: Cecil Woodham-Smith, The Great Hunger, Harper & Row Publishers, 1962 
***

…Far from allowing the market to work, England launched a massive program of government intervention, consisting mainly of building workhouses, most completed just prior to the onset of the Famine.… 

The workhouses, an early version of New Deal make-work programs, only made the problem of poverty worse. A system of extensive public works required heavy taxation on the local economy. The English officials directed money away from projects that would increase productivity and agricultural output into useless road building.… 

In addition to the fundamental failure of the government programs, workhouses, public works, and soup kitchens tended to concentrate the people into larger groups and tighter quarters. This allowed the main killer of the Famine—disease—to do its evil work.… 

Source: Mark Thornton, “What Caused the Irish Potato Famine?,” Mises Institute, 2008

6.

Which conclusion about these passages is valid?

7.

What was a significant consequence of the events described in these passages?

8.

Which development most likely influenced the action taken in this cartoon?

9.

Which concept is depicted in this cartoon?

Base your answers to questions 16 and 17 on the headlines below and on your knowledge of social studies. 

“Stalin Solidifies Power for Communists” 
“Adolf Hitler Declares Third Reich” 
“Mussolini Establishes Fascist State”

16.

Which situation was most responsible for the rise of the political systems referred to in these headlines?

17.

What is a common characteristic of the political systems represented in these headlines?

18.

Which term is most closely associated with the event shown in this cartoon?

19.

The situation shown in this cartoon is most closely associated with the

Base your answer to question 20 on the passage below and on your knowledge of social studies. 

This is an excerpt from a speech given at the conclusion of the Asian-African Conference in Bandung, Indonesia. 

…We value the friendship of the great countries and, if I may on your part, I should like to say that we send our greetings to the great countries of Europe and America. It is not in any spirit of hatred or dislike or aggressiveness we meet here with regard to Europe or America; certainly not. We send our greetings to them I hope from all of us here, and we want to be friends with them and to cooperate with them. But, we shall only cooperate in future and we shall obviously only be friends and equals; there is no friendship when nations are not equal, when one has to obey another and when one only dominates another. That is why we raise our voices against the domination and colonialism from which many of us have suffered for so long, and that is why we have to be very careful that any other form of domination does not come in our way. Therefore, we want to be friends with the West and friends with the East and friends with everybody, because if there is something that may be called the approach to the mind and spirit of Asia, it is one of toleration and friendship and cooperation; not one of aggressiveness. 

Source: Jawaharlal Nehru, April 24, 1955

20.

Nehru’s views in this passage can best be described as

Base your answers to questions 21 and 22 on the passage below and on your knowledge of social studies. 

…On this continent, it has not taken us long to discover that the struggle against colonialism does not end with the attainment of national independence. Independence is only the prelude to a new and more involved struggle for the right to conduct our own economic and social affairs; to construct our society according to our aspirations [goals], unhampered by crushing and humiliating neo-colonialist controls and interference. 

From the start we have been threatened with frustration where rapid change is imperative and with instability where sustained effort and ordered rule are indispensable. No sporadic act nor pious [righteous] resolution can resolve our present problems. Nothing will be of avail, except the united act of a united Africa. 

We have already reached the stage where we must unite or sink into that condition which has made Latin America the unwilling and distressed prey of imperialism after one-and-a-half centuries of political independence.… 

Source: Kwame Nkrumah, Speech Given in Addis Ababa, 1963

21.

The ideas expressed in this passage are most similar to the ideas of

22.

Based on this passage, which statement best supports Kwame Nkrumah’s point of view?

Base your answers to questions 23 and 24 on the documents below and on your knowledge of social studies. 

Document A 

…To achieve a win/win result will require us to face reality. Apparently conflicting demands will have to be reconciled with one another sensibly — conflicting demands such as: 
     Protection of the established economic interests of investors, landowners, businessmen, professional people and salaried workers against the demand for better living conditions on the part of the less-privileged. 
     Participation by, and protection of minorities from domination, against the demand of a majority — however constituted [formed] — for democratically obtained power. 
     Recognition and accommodation of our diversity of population against the necessity of a single nationhood with a common loyalty. 
     The need for education linked to language and culture against the necessity of a single educational system. 
     So I could continue. The heart of the challenge lies in all of us having to learn not to propagate [spread] only the truth that fits our case, but also in being able to see and understand the truth that may not suit our case — and then, together, working out a solution that recognises the whole truth and deals with it sensibly.… 

Source: Excerpt from Opening Statement by State President F. W. de Klerk, Convention for a Democratic South Africa, December 20, 1991
***

Document B

23.

Based on these documents, which method is being used by Mandela and de Klerk to address the conflict in South Africa?

24.

As shown in Document B, Mandela and de Klerk are being honored for agreeing to establish a political system that

Base your answers to questions 25 and 26 on the passage below and on your knowledge of social studies. 

…Political discussion in blogs presaged [indicated] the turn of popular opinion in both Tunisia and Egypt. In Tunisia, conversations about liberty, democracy and revolution on blogs and on Twitter often immediately preceded mass protests. Twenty percent of blogs were evaluating Ben Ali’s leadership the day he resigned from office (Jan. 14), up from just 5 percent the month before. Subsequently [afterward], the primary topic for Tunisian blogs was “revolution” until a public rally of at least 100,000 people eventually forced the old regimes’ remaining leaders to relinquish power. 

In the case of both Tunisia’s and Egypt’s revolutions, discussion spanned borders. In the two weeks after Mubarak’s resignation, there was an average of 2,400 tweets a day from people in neighboring countries about the political situation in Egypt. In Tunisia after Ben Ali’s resignation, there were about 2,200 tweets a day. 

“In other words,” Howard [professor of communications] said, “people throughout the region were drawn into an extended conversation about social uprising. The success of demands for political change in Egypt and Tunisia led individuals in other countries to pick up the conversation. It helped create discussion across the region.”… \

Source: Catherine O’Donnell, “New Study Quantifies Use of Social Media in Arab Spring,” UW Today, September 12, 2011

25.

Which statement about the use of social media is best supported by this passage?

26.

How is social media use most likely to affect places with political conditions like those described in this passage?

Base your answers to questions 27 and 28 on the population graph and passage below and on your knowledge of social studies.

***
…Before those grim visions [global hunger] could come to pass, the green revolution transformed global agriculture, especially wheat and rice. Through selective breeding, Norman Borlaug, an American biologist, created a dwarf variety of wheat that put most of its energy into edible kernels rather than long, inedible stems. The result: more grain per acre. Similar work at the International Rice Research Institute (IRRI) in the Philippines dramatically improved the productivity of the grain that feeds nearly half the world. 
     From the 1960s through the 1990s, yields of rice and wheat in Asia doubled. Even as the continent’s population increased by 60 percent, grain prices fell, the average Asian consumed nearly a third more calories, and the poverty rate was cut in half. When Borlaug won the Nobel Peace Prize in 1970, the citation read, “More than any other person of this age, he helped provide bread for a hungry world.”… 

Source: Tim Folger, “The Next Green Revolution,” National Geographic, October 2014

27.

According to this population graph, what is the approximate projected world population for 2050?

28.

According to this National Geographic article, why was Norman Borlaug awarded the Nobel Peace Prize?

Part II 
SHORT-ANSWER CONSTRUCTED RESPONSE QUESTIONS (CRQ) 

These questions are based on the accompanying documents and are designed to test your ability to work with historical documents. Each Constructed Response Question (CRQ) Set is made up of 2 documents. Some of these documents have been edited for the purposes of this question. Keep in mind that the language and images used in a document may reflect the historical context of the time in which it was created. 

In developing your answers to Part II, be sure to keep these explanations in mind: 
Identify—means to put a name to or to name. 
Explain—means to make plain or understandable; to give reasons for or causes of; to show the logical development or relationship of something. 

Short-Answer CRQ Set 1 Structure 
Question 29 uses Document 1 (Context) 
Question 30 uses Document 2 (Source) 
Question 31 uses Documents 1 and 2 (Relationship between documents) 

Short-Answer CRQ Set 2 Structure 
Question 32 uses Document 1 (Context) 
Question 33 uses Document 2 (Source) 
Questions 34a and 34b use Documents 1 and 2 (Relationship between documents)

CRQ Set 1 Directions (29–31): Analyze the documents and answer the short-answer questions that follow each document in the space provided.

29.

Explain the historical circumstances that led to the situation shown in these engravings.

Base your answer to question 30 on Document 2 below and on your knowledge of social studies. 

Document 2 

…Further progress was made towards the end of Victoria’s reign. The Factory Act of 1878 prohibited work before the age of 10 and applied to all trades. It was bolstered [strengthened] by the Education Act of 1880, which introduced compulsory schooling up to the age of 10. Subsequent [later] amendments raised the school-leaving age to 12, with dispensations [exemptions] to leave before this age if pupils reached the required standards in reading, writing and arithmetic. By the end of Victoria’s reign, almost all children were in school up to the age of 12. This helped to ensure that a marked improvement in child welfare occurred between the beginning and end of Victoria’s reign.… 

Source: Emma Griffin, “Child Labour,” British Library, May 14, 2014

30.

Explain the purpose of the Elementary Education Act of 1880, based on this passage.

31.

Base your answer to question 31 on both Documents 1 and 2 and on your knowledge of social studies.

Cause—refers to something that contributes to the occurrence of an event, the rise of an idea, or the bringing about of a development.
Effect—refers to what happens as a consequence (result, impact, outcome) of an event, an idea, or a development.

Identify and explain a cause-and-effect relationship between the events and/or ideas found in these documents. Be sure to use evidence from both Documents 1 and 2 (found in questions 29 and 30) in your response.

CRQ Set 2 Directions (32–34b): Analyze the documents and answer the short-answer questions that follow each document in the space provided.

Base your answer to question 32 on Document 1 below and on your knowledge of social studies. 

Document 1 

Functions of the World Bank 
The past 70 years have seen major changes in the world economy. Over that time, the World Bank Group—the world’s largest development institution—has worked to help more than 100 developing countries and countries in transition adjust to these changes by offering loans and tailored knowledge and advice. The Bank Group works with country governments, the private sector, civil society organizations, regional development banks, think tanks, and other international institutions on issues ranging from climate change, conflict, and food security to education, agriculture, finance, and trade. All of these efforts support the Bank Group’s twin goals of ending extreme poverty by 2030 and boosting shared prosperity of the poorest 40 percent of the population in all countries. 

Founded in 1944, the International Bank for Reconstruction and Development—soon called the World Bank—has expanded to a closely associated group of five development institutions. Originally, its loans helped rebuild countries devastated by World War II. In time, the focus shifted from reconstruction to development, with a heavy emphasis on infrastructure such as dams, electrical grids, irrigation systems, and roads. With the founding of the International Finance Corporation in 1956, the institution became able to lend to private companies and financial institutions in developing countries. And the founding of the International Development Association in 1960 put greater emphasis on the poorest countries, part of a steady shift toward the eradication of poverty becoming the Bank Group’s primary goal. The subsequent launch of the International Centre for Settlement of Investment Disputes and Multilateral Investment Guarantee Agency further rounded out the Bank Group’s ability to connect global financial resources to the needs of developing countries. 

Source: The World Bank, 2019

32.

Explain the historical circumstances that led to the establishment of the World Bank.

Base your answer to question 33 on Document 2 below and on your knowledge of social studies. 

Document 2 

In the early 1970s, Bangladesh both fought for and won independence from Pakistan. Muhammad Yunus, an economics professor and Bangladeshi native, witnessed the extreme poverty of the Bangladeshi people and committed himself to helping them emerge from this poverty. To this end, Yunus started Grameen Bank, a microfinance institution, in Bangladesh in 1983, which continues to operate today around the world. 
***

…It is so tempting to blame the poor for the problems they face. But when we look at the institutions we have created and how they fail to serve the poor, we see that those institutions and the backward thinking they represent must bear much of the blame. 

    At Grameen Bank, we challenged the financial apartheid [discrimination]. We dared to give the poorest people bank credit. We included destitute women who had never in their lives even touched any money. We defied the rules. At each step along the way, everybody shouted at us, “You are wasting your money! The money you lend will never come back. Even if your system is working now, it will collapse in no time. It will explode and disappear.” 

    But Grameen Bank neither exploded nor disappeared. Instead, it expanded and reached more and more people. Today, it gives loans to over seven million poor people, 97 percent of whom are women, in 78,000 villages in Bangladesh.… 

Source: Muhammad Yunus, Creating a World Without Poverty, Public Affairs, 2007

33.

Identify Muhammad Yunus’s point of view regarding poverty in Bangladesh, based on this excerpt from Creating a World Without Poverty.

34.

Similarity—tells how something is alike or the same as something else.
Difference—tells how something is not alike or not the same as something else.

34a–34b Using evidence from both Documents 1 and 2 (found in questions 32 and 33) and your knowledge of social studies:

a) Identify a similarity or a difference between the work of the World Bank and of the Grameen Bank.

b) Explain the similarity or difference you identified using evidence from both documents.

Part III (Question 35) ENDURING ISSUES ESSAY 
     This question is based on the accompanying documents. The question is designed to test your ability to work with historical documents. Some of these documents have been edited for the purposes of this question. As you analyze the documents, take into account the source of each document and any point of view that may be presented in the document. Keep in mind that the language and images used in a document may reflect the historical context of the time in which it was created. 

Directions: Read and analyze each of the five documents and write a well-organized essay that includes an introduction, several paragraphs, and a conclusion. Support your response with relevant facts, examples, and details based on your knowledge of social studies and evidence from the documents. 

An enduring issue is a challenge or 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. 

Task: 
• Identify and explain an enduring issue raised by this set of documents 
• Argue why the issue you selected is significant and how it has endured across time using your knowledge of social studies and evidence from the documents 

In your essay, be sure to 
• Identify the enduring issue based on a historically accurate interpretation of at least three documents 
• Explain the issue using relevant evidence from at least three documents 
• Argue that this is a significant issue that has endured by showing: 
– How the issue has affected people or has been affected by people 
– How the issue has continued to be an issue or has changed over time 
• Include relevant outside information from your knowledge of social studies 

In developing your answer to Part III, be sure to keep these explanations in mind: 
Identify—means to put a name to or to name. 
Explain—means to make plain or understandable; to give reasons for or causes of; to show logical development or relationship of something. 
Argue—means to provide a series of statements that provide evidence and reasons to support a conclusion.

35.

Write your essay here following the instructions at the left. Scroll below this question to view the documents.

36.

Optional planning page.

Part 3 - Document 1
Bordeaux is a city in France. 
***
…Bordeaux’s workers also greeted the start of the [French] Revolution with a mixture of enthusiasm for its promise and a fear of a royal reaction. Equally important, they worried about a return of bread shortages, which had periodically plagued the city over the course of the eighteenth century. These fears crystallized [formed] around the medieval royal fortress of Chateau Trompette, called the “Bastille of Bordeaux.” Built in 1453 and significantly enlarged after the Fronde,* Chateau Trompette served as a massive—and for some—unwelcome symbol of royal power. It also proved to be a tempting target for those Bordeaux workers afraid of a royal insurrection [rebellion] and anxious about the supply of bread. By August 1789, rumors circulated that royal troops garrisoned at Trompette were mining [setting traps to] the approach to the fortress and waiting for orders from the king to reduce the city to rubble. Other rumors warned of royalist sympathizers ready to take control of the fortress and bring the Revolution to an abrupt halt. In response, the city’s workers hatched a plan to seize the fortress, secure its cache of weapons, and liberate the grain and flour that was rumored to be stockpiled inside. 

Source: Stephen Auerbach, “Politics, Protest, and Violence in Revolutionary Bordeaux, 1789–1794,” Journal of the Western Society for French History, Volume 37, 2009 (adapted) 

*The Fronde was a series of rebellions in France between 1648 and 1653.

Part 3 - Document 2
On 20 February 1913 The Times reported: ‘An attempt was made yesterday morning to blow up a house which is being built for Mr Lloyd George [Chancellor of the Exchequer*] near Walton Heath Golf Links’. One device had exploded, causing about ₤500 worth of damage, while another had failed to ignite. 

With discarded hairpins, hatpins and the sound of a motor car as their only clues, it was fortunate the police soon had a confession. For that evening, at a meeting held in Cory Hall Cardiff, Mrs Emmeline Pankhurst, one of the leaders of the militant suffragette society, the Women’s Social and Political Union (WSPU), declared ‘we have blown up the Chancellor of Exchequer’s house’ and stated that ‘for all that has been done in the past I accept responsibility. I have advised, I have incited, I have conspired’.… 

In the early stages of the campaign, militants had confined their attacks to government property, but from 1911 onwards had begun to attack private property. At first this had been confined to smashing shop windows and setting fire to letter boxes [mailboxes] but, as frustration with the government’s refusal to concede votes for women mounted, these attacks became increasingly violent and spectacular. In 1913 the militants began a concerted [coordinated] arson campaign, which included setting fire to residential houses, golf courses, schools and even churches. The bombing of David Lloyd George’s house was part of this campaign.… 

Source: Elizabeth Crawford, “We Wanted to Wake Him Up: Lloyd George and Suffragette Militancy,” Blog History of Government, No. 10 Guest Historian Series, National Archives UK Government, July 4, 2013 

*Treasury

Part 3 - Document 3
…It was April 1977, a year since the military had launched a fierce wave of repression against left-wing activists and people accused of collaborating with them. 

Ms de Bonafini’s* first son had been arrested two months earlier by the security forces. 

“We went to the square that Thursday with the intention of handing over a letter to (military ruler Jorge) Videla.

“I remember there was a small group of mothers, some were terrified. Many of us came from small towns outside the city. Some, like me, hadn’t even finished primary school. Others couldn’t even read or write,” she says. 

Their inquiries were met with silence. Officials would refuse to meet them or tell them where their children were. 

At the time, Ms Almeida says, the concept of “the disappeared” was unknown. 

“We thought our sons had been imprisoned and kept in solitary confinement, but were surely alive.” 

That Thursday, 30 April 1977, a small group of mothers had assembled on the square by mid-afternoon. 

The authorities had forbidden public gatherings of more than three people, so the police immediately approached them to demand they clear the place. 

“But, by absolute chance, in response we started grabbing each other in pairs, arm to arm, and started walking in circles around the square. There was nothing illegal about that,” says Ms de Bonafini, now 83. 

It was the first act of a movement that would slowly raise international awareness of one of the most brutal episodes of state-sponsored repression in South America.… 

Source: Vladimir Hernandez, “Argentine Mothers Mark 35 Years Marching for Justice,” BBC Mundo, April 2012 

*Ms de Bonafini was the president and co-founder of the Mothers of the Plaza de Mayo.

Part 3 - Document 4
Remembering Iran’s 1979 Islamic Revolution 

As part of a series of conversations marking 1979 as a seminal [important] year in the Muslim world, Steve Inskeep talks to Iranian-born journalist Kasra Naji about the Islamic Revolution. Naji was a student in Iran at the time and has been in and out of the country since then. He is a special correspondent for BBC Persian television in London. He is also the author of Ahmadinejad: The Secret History of Iran’s Radical Leader.… 

STEVE INSKEEP: The ouster of Iran’s ruler and the rise of Ayatollah Khomeini created the Islamic government that rules Iran to this day, and that now faces its own street protests. BBC journalist Kasra Naji was a young demonstrator then. Give me an idea. What was it like to be an Iranian on the street of Tehran in early 1979? 

Mr. KASRA NAJI (BBC Journalist): It was most exciting. We were university students in those days in 1979. The dominant politics of universities was leaning towards the left, if you remember. And those days, a revolution was something we were all looking for, anyway. And what happened in Iran was exactly what we were looking for. We wanted democracy, and the revolution was promising that. 

INSKEEP: And there are images of what looked like millions of people on the streets of Tehran as the shah of Iran, the ruler of that time, abdicated and left the country. 

Mr. NAJI: Yes. It was a most popular revolution, you can imagine, throughout Iran, not just the capital Tehran. Even in remote villages, people were up in arms against the shah and were demonstrating. I was part of some of these demonstrations when I was in Tehran. These demonstrations, mostly in central parts of the capital Tehran, mostly, often and invariably descended into running battles with the army soldiers who were in charge of maintaining the security, and they used to shoot in the air and occasionally, very occasionally, into the crowds. They used to fire tear gas at us. We used to run away and sort of regroup down the street. And this is how it went. We used to shout these slogans: Down with the shah. And that was the unifying slogan, if you like.… 

Source: “Remembering Iran’s 1979 Islamic Revolution,” Special Series: Upheaval in the Muslim World, 30 Years Ago, NPR, August 17, 2009

Part 3 - Document 5

2023 (June): NY Regents - Global History and Geography II

This passage would best be used for

Which situation is being depicted in this cartoon?

Which event directly resulted from the situation shown in this cartoon?

Which economic concept best explains the relationship between energy and industrial production discussed in this passage?

Which statement best represents this author’s point of view?

Which conclusion about these passages is valid?

What was a significant consequence of the events described in these passages?

Which development most likely influenced the action taken in this cartoon?

Which concept is depicted in this cartoon?

One reason for the situation shown in Map A was Austria’s

What led to the situation shown in Map B?

Which claim about nationalism is best supported by Maps A and B?

This letter was written primarily in response to the

The purpose of Gandhi’s letter was to

Which other document presented a message similar to this letter?

Which situation was most responsible for the rise of the political systems referred to in these headlines?

What is a common characteristic of the political systems represented in these headlines?

Which term is most closely associated with the event shown in this cartoon?

The situation shown in this cartoon is most closely associated with the

Nehru’s views in this passage can best be described as

The ideas expressed in this passage are most similar to the ideas of

Based on this passage, which statement best supports Kwame Nkrumah’s point of view?

Based on these documents, which method is being used by Mandela and de Klerk to address the conflict in South Africa?

As shown in Document B, Mandela and de Klerk are being honored for agreeing to establish a political system that

Which statement about the use of social media is best supported by this passage?

How is social media use most likely to affect places with political conditions like those described in this passage?

According to this population graph, what is the approximate projected world population for 2050?

According to this National Geographic article, why was Norman Borlaug awarded the Nobel Peace Prize?

Part II

Explain the historical circumstances that led to the situation shown in these engravings.

Explain the purpose of the Elementary Education Act of 1880, based on this passage.

Explain the historical circumstances that led to the establishment of the World Bank.

Identify Muhammad Yunus’s point of view regarding poverty in Bangladesh, based on this excerpt from Creating a World Without Poverty.

Part III (Question 35) ENDURING ISSUES ESSAY

Write your essay here following the instructions at the left. Scroll below this question to view the documents.

Optional planning page.

Part 3 - Document 1

Part 3 - Document 2

Part 3 - Document 3

Part 3 - Document 4

Part 3 - Document 5