Full original simulation · 3 hours · 60 points

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GLOBAL HISTORY & GEOGRAPHY II

NYS Regents Exam — Practice Test

Full Original Simulation

Practice Exam #1

Instructions for Taking This Practice Exam

This is an original practice exam built to simulate the New York State Regents exam in Global History and Geography II. The exam format mirrors the actual Regents structure. Maria should take this practice exam under realistic conditions to test both her content knowledge and her time management.

Exam structure

Part I (Multiple Choice): 28 stimulus-based multiple choice questions, 1 point each, 28 points total
Part II (Constructed Response Questions): Two CRQ sets, three questions each, 2 points per question, 12 points total
Part III (Enduring Issues Essay): Document-based essay, 10 points
Part IV (Civic Literacy Essay): Application-based essay, 10 points
Total: 60 points, scaled to a final score on a 0-100 scale

Recommended timing

The actual Regents exam allows three hours. Maria should allocate her time approximately as follows:

Part I: 60 minutes (about 2 minutes per question)
Part II: 30 minutes (15 minutes per CRQ set)
Part III: 45 minutes
Part IV: 45 minutes

How to take this practice exam

Block out three hours of uninterrupted time, ideally in the morning when the actual Regents is administered.
Use only paper, pen or pencil, and the practice exam itself. No notes, no textbook, no internet.
Read all instructions carefully and note where each part begins.

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After completing the exam, check the answer key at the end. Review every question Maria got wrong; note which unit it came from.
For the essays, compare her answers to the rubric and sample answers provided. If Maria scores 80% or above (48 out of 60 raw points), she is in strong shape for the actual exam. If she scores 70-79% (42-47 points), she should focus targeted review on the units where she lost points. Below 70%, she should plan additional review across most units before retaking practice exams.

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Part I: Multiple Choice

Directions: For questions 1-28, choose the answer that best completes the statement or answers the question. Each question is worth 1 point.

Questions 1-2 are based on the following passage.

Passage: "It was during this period that the major Asian empires—the Ottoman, Safavid, Mughal, Qing, and Tokugawa—reached their height. Each ruled over diverse populations under sophisticated systems of administration. They were not merely the equals of European states but in many respects their superiors in wealth, technology, and military capacity. Only later would the balance shift decisively toward Europe."

This passage best describes the world in approximately: (A) 200 CE (B) 1750 CE (C) 1900 CE (D) 2000 CE
Which of the following best explains why the global balance later shifted toward Europe? (A) The Industrial Revolution provided European powers with new economic and military capacities (B) Asian empires voluntarily ceded their territories (C) European birthrates exceeded Asian birthrates (D) Climate change made Asia uninhabitable

Question 3 is based on the following passage.

Passage: "Man is born free, but everywhere he is in chains. One man thinks himself the master of others, but remains more of a slave than they. Each of us puts his person and all his power in common under the supreme direction of the general will."

This passage was written by: (A) Thomas Hobbes (B) John Locke (C) Jean-Jacques Rousseau (D) Voltaire

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Question 4 is based on the following passage.

Passage: "We hold these truths to be self-evident: that all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness; that to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed."

4. The ideas expressed in this passage most directly reflect the influence of:

(A) Mercantilism (B) Enlightenment political philosophy, particularly the work of John Locke (C) Divine right of kings (D) Marxist socialism

5. Otto von Bismarck's policy of "Blood and Iron" was central to the:

(A) Unification of Italy (B) Unification of Germany (C) Independence of Latin America (D) Russian Revolution

Questions 6-7 are based on the following passage.

Passage: "Workers of the world, unite! You have nothing to lose but your chains. The history of all hitherto existing society is the history of class struggles. In place of the old bourgeois society, with its classes and class antagonisms, we shall have an association in which the free development of each is the condition for the free development of all."

6. This passage was written by:

(A) Adam Smith (B) Karl Marx and Friedrich Engels (C) John Stuart Mill (D) Vladimir Lenin

7. This passage was most likely written in response to:

(A) The fall of the Roman Empire (B) The social and economic conditions produced by the Industrial Revolution (C) The Cold War (D) The French Revolution

8. Japan's Meiji Restoration (1868) is best described as:

(A) A restoration of feudal samurai rule

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(B) A program of selective modernization in which Japan adopted Western military and industrial technology while preserving the emperor and many cultural practices (C) A communist revolution (D) A return to isolation

Question 9 is based on the following passage.

Passage: "Take up the White Man's burden — Send forth the best ye breed — Go bind your sons to exile to serve your captives' need. To wait in heavy harness on fluttered folk and wild — Your new- caught, sullen peoples, half devil and half child."

9. This passage was written to justify: (A) Decolonization (B) European imperialism (C) The Industrial Revolution (D) Religious tolerance

10. The Berlin Conference of 1884-1885 is best known for: (A) Ending World War I (B) Establishing rules for European colonization of Africa among European powers, with no African representation (C) Creating the League of Nations (D) Ending apartheid

11. Which of the following best describes China's experience in the nineteenth century compared to Japan's? (A) Both modernized rapidly and avoided foreign domination (B) Both became European colonies (C) China failed to modernize and suffered the Century of Humiliation, while Japan modernized through the Meiji Restoration and became an imperial power (D) China industrialized first, then Japan followed

Question 12 is based on the following passage.

Passage: "Article 231: The Allied and Associated Governments affirm and Germany accepts the responsibility of Germany and her allies for causing all the loss and damage to which the Allied and Associated Governments and their nationals have been subjected as a consequence of the war imposed upon them by the aggression of Germany and her allies."

12. This clause appears in:

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(A) The Treaty of Westphalia (B) The Treaty of Versailles (C) The UN Charter (D) The Universal Declaration of Human Rights

13. Which of the following best describes a primary cause of WWI?

(A) The Cold War alliance system (B) The MAIN factors: militarism, alliances, imperialism, and nationalism (C) The Holocaust (D) The Russian Revolution

14. Vladimir Lenin's slogan "Peace, Land, and Bread" appealed primarily to:

(A) Russian nobility (B) Russian Orthodox clergy (C) Russian soldiers, peasants, and workers (D) Foreign investors in Russia

Question 15 is based on the following passage.

Passage: "By 1942, the Nazi state had committed itself to the industrial murder of Europe's Jews. Senior officials coordinated the Final Solution. Extermination camps were built in occupied Poland. Trains brought victims from across Europe to gas chambers. By 1945, approximately six million Jews had been murdered."

15. The events described in this passage are known as:

(A) The Armenian Genocide (B) The Cultural Revolution (C) The Holocaust (D) The Cambodian Genocide

16. The Munich Agreement of 1938 is most associated with the failed policy of:

(A) Containment (B) Appeasement (C) Détente (D) Decolonization

17. The Marshall Plan was designed primarily to:

(A) Establish American military bases worldwide (B) Rebuild Western European economies after WWII to stabilize them against communism

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18. The Cuban Missile Crisis of 1962 is best understood as:

(A) The first hot war of the Cold War (B) The closest approach to nuclear war during the Cold War (C) An economic dispute between Cuba and the Soviet Union (D) The beginning of détente

19. Mao Zedong's Cultural Revolution (1966-1976) was directed primarily at:

(A) Capitalist countries (B) The Four Olds—old customs, culture, habits, and ideas—and perceived enemies within the Communist Party (C) Religious minorities only (D) Soviet military forces

Question 20 is based on the following passage.

Passage: "I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal which I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die."

20. This passage was spoken by:

(A) Mahatma Gandhi (B) Nelson Mandela at his Rivonia Trial (C) Kwame Nkrumah (D) Yasser Arafat

21. Gandhi's most famous campaign of nonviolent civil disobedience against British rule was the:

(A) Long March (B) Salt March of 1930 (C) Boxer Rebellion (D) March on Rome

22. The partition of British India in 1947 produced:

(A) A unified secular state (B) The independent nations of India and Pakistan, accompanied by massive migration and communal violence (C) A British protectorate

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(D) A Soviet client state

23. Which of the following best describes the Iranian Revolution of 1979? (A) The restoration of the Pahlavi monarchy (B) The overthrow of the Shah and the establishment of an Islamic Republic under Ayatollah Khomeini (C) An Iranian victory in the war with Iraq (D) A successful U.S.-backed coup

Question 24 is based on the following passage.

Passage: "In 1985 a new Soviet leader announced policies of openness and economic restructuring. He declared that the Soviet Union would no longer use force to keep communist governments in power in Eastern Europe. Within four years, the Berlin Wall had fallen and communist regimes had collapsed across the region."

24. The leader described in this passage is: (A) Leonid Brezhnev (B) Joseph Stalin (C) Mikhail Gorbachev (D) Vladimir Putin

25. Which of the following best describes globalization since the end of the Cold War? (A) A decline in international trade (B) Increasing economic, technological, and cultural integration of countries, combined with backlash movements (C) The end of all national borders (D) The collapse of international institutions

26. The Paris Agreement of 2015 is most directly associated with addressing: (A) International trade disputes (B) Nuclear proliferation (C) Climate change through nationally determined emissions reduction targets (D) The Israeli-Palestinian conflict

27. The Rwandan Genocide of 1994 is significant in part because: (A) The international community successfully intervened to stop the killing (B) It demonstrated the failure of the international community to prevent genocide despite the framework established after WWII, leading to the later doctrine of Responsibility to Protect (C) It ended the Cold War

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(D) It produced the Universal Declaration of Human Rights

28. Which of the following best describes the relationship between the Holocaust and the development of international human rights law?

(A) The Holocaust had no significant effect on international law

(B) The Holocaust directly produced the Nuremberg Trials, the Universal Declaration of Human Rights, and the Genocide Convention, establishing the foundation of modern international human rights law

(D) The Holocaust ended international human rights law

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Part II: Constructed Response Questions

Directions: Read the documents and answer the questions that follow. Each question is worth 2 points. Use complete sentences and provide specific evidence from the documents and your knowledge of social studies.

CRQ Set 1: Industrial Revolution

Document 1: "In London's factories, children as young as five worked twelve to sixteen hours a day. They were beaten if they fell asleep at machines. Their parents had migrated from the countryside seeking work and lived in cramped tenements with no sanitation. Disease was rampant. Yet wages were so low that children's earnings were essential to family survival." Description of conditions in early industrial Britain

Document 2: "The Factory Acts of the 1830s and 1840s in Britain progressively limited child labor, restricted working hours, and required basic safety measures. Trade unions, originally illegal, gradually gained legal recognition. Workers won the right to vote through successive reform acts. The condition of the working class slowly improved over the second half of the nineteenth century." Description of nineteenth-century labor reform

Question 1: Based on Document 1, identify two negative consequences of industrialization for working-class families.

Question 2: Based on Document 2, identify two ways that workers' conditions improved during the nineteenth century.

Question 3: Using both documents and your knowledge of social studies, explain how the Industrial Revolution produced both significant problems and important political and social reforms.

CRQ Set 2: Cold War

Document 1: "It must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures. We must assist free peoples to work out their own destinies in their own way." President Harry Truman, address to Congress, March 1947

Document 2: "For thirteen days in October 1962, the world came closer to nuclear war than at any other time. American spy planes discovered Soviet nuclear missiles being installed in Cuba. President Kennedy imposed a naval quarantine while behind-the-scenes negotiations sought a way out. The crisis ended when Khrushchev agreed to remove the missiles in exchange for a U.S. pledge not to invade Cuba." Account of the Cuban Missile Crisis

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Question 1: Based on Document 1, identify the policy that Truman articulated and explain its main principle.

Question 2: Based on Document 2, explain why the Cuban Missile Crisis is significant in Cold War history.

Question 3: Using both documents and your knowledge of social studies, explain how the United States and the Soviet Union conducted their rivalry during the Cold War.

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Part III: Enduring Issues Essay

Directions: Read the documents and write an essay of several paragraphs in which you:

Identify and define an enduring issue raised by the documents
Argue why the issue you selected is significant and has endured across time
Use evidence from at least three documents and your knowledge of social studies

<mark>Enduring Issues: Enduring issues include but are not limited to: power and abuse of power, human rights violations, desire for human rights, inequality, conflict, scarcity, impact of technology, environmental impact, cultural diffusion, nationalism, migration, interconnectedness.</mark>

Documents

Document 1: "The native ruler shall recognize the protectorate of the British Crown. He shall conduct his foreign relations only through the British Resident. He shall maintain no armed forces without British consent. He shall grant British subjects exclusive rights to commerce in his territory." Terms of British protectorate agreements with African rulers, late nineteenth century

Document 2: "It must be the policy of the United States to support free peoples who are resisting attempted subjugation. The free peoples of the world look to us for support in maintaining their freedoms. If we falter in our leadership, we may endanger the peace of the world." Harry Truman, 1947

Document 3: "I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal which I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die." Nelson Mandela, Rivonia Trial, 1964

Document 4: "In 1994, the international community failed to prevent the genocide in Rwanda. The UN reduced rather than reinforced its peacekeeping force. Major powers refused to use the word genocide to avoid the legal obligation to act. Approximately 800,000 people were killed in 100 days." Account of the Rwandan Genocide

Document 5: "By the 2020s, the persecution of the Uyghurs in China, the Rohingya in Myanmar, and other minority groups demonstrates that the international human rights framework established after WWII remains tested and incomplete. Yet civil society organizations, international tribunals, and democratic governments continue to insist that mass atrocities are not acceptable." Contemporary description of human rights challenges

Begin your essay below

[Maria writes her essay here. Suggested length: 4-6 paragraphs.]

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Strategy tip: Strong Enduring Issues essays follow a clear structure. Open with thesis (identify the issue, define it, name your three cases). Body paragraphs each address one case in detail, explaining the issue in that context. Close by tying the cases together and arguing why the issue endures.

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Part IV: Civic Literacy Essay

Directions: Write an essay in response to the following prompt. Use specific historical evidence from at least three different units of the course. Your essay should:

Identify and define the civic concept or process described
Provide three specific historical examples that illustrate it
Analyze the connections between the examples and the civic concept

Prompt

Throughout history, individuals and groups have organized to demand greater political participation, civil rights, or self-determination from those in power. These efforts have used a wide variety of methods, from peaceful protest and legal challenges to armed resistance and revolution. Choose three historical examples from different time periods or regions where individuals or groups successfully demanded political change, and explain:

Who organized the movement and what they sought
What methods they used
What they achieved (or what limited their achievements)
What broader civic principles their movements illustrate

Examples could include but are not limited to: the American Revolution, the French Revolution, Latin American independence movements, Italian unification, Indian independence under Gandhi, the South African anti-apartheid movement, the fall of communism in Eastern Europe, women's suffrage movements, or contemporary human rights movements.

[Maria writes her essay here. Suggested length: 4-6 paragraphs.]

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Answer Key and Scoring Guidance

Part I: Multiple Choice Answer Key

Each question is worth 1 point. Total possible: 28 points.

B (Unit 10.1) — The Asian empires reached their height around 1750.
A (Unit 10.3/10.4) — The Industrial Revolution gave Europe new capacities.
C (Unit 10.2) — Rousseau's Social Contract opens with the line about being born free.
B (Unit 10.2) — Locke's natural rights are reflected in the Declaration of Independence.
B (Unit 10.2) — Bismarck unified Germany through Blood and Iron.
B (Unit 10.3) — The opening lines and closing call are from the Communist Manifesto.
B (Unit 10.3) — Marxism emerged as a response to industrial conditions.
B (Unit 10.3) — Meiji adopted Western technology while preserving the emperor and many cultural practices.
B (Unit 10.4) — Kipling's poem justified imperialism as a duty.
B (Unit 10.4) — Berlin set rules for European colonization of Africa with no African representation.
C (Unit 10.4) — The China-Japan contrast is canonical for the Regents.
B (Unit 10.5) — Article 231 is the war guilt clause of the Treaty of Versailles.
B (Unit 10.5) — MAIN is the standard answer for WWI causes.
C (Unit 10.5) — Lenin's slogan appealed to soldiers, peasants, and workers.
C (Unit 10.5) — Final Solution, Wannsee, and gas chambers identify the Holocaust.
B (Unit 10.5) — Munich is the canonical example of appeasement.
B (Unit 10.6) — Marshall Plan stabilized Western Europe against communism.
B (Unit 10.6) — Cuban Missile Crisis was the closest approach to nuclear war.
B (Unit 10.6/10.8) — Cultural Revolution targeted the Four Olds and party rivals.
B (Unit 10.7) — Mandela's Rivonia Trial statement is one of the most famous in the unit.
B (Unit 10.7) — The Salt March is the canonical example of Gandhi's method.
B (Unit 10.7) — Partition produced India and Pakistan with massive violence.
B (Unit 10.8) — The 1979 revolution overthrew the Shah and established the Islamic Republic.

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24. C (Unit 10.6) — Gorbachev's reforms and abandonment of the Brezhnev Doctrine ended communism in Eastern Europe.

25. B (Unit 10.9) — Globalization has produced integration and backlash.

26. C (Unit 10.9) — Paris is the principal current climate agreement.

27. B (Unit 10.10) — Rwanda is the canonical case of international failure leading to R2P.

28. B (Unit 10.10) — The Holocaust produced Nuremberg, UDHR, Genocide Convention.

Part II: CRQ Scoring Guidance

CRQ Set 1: Industrial Revolution

Question 1 (2 points): Strong answers identify two of the following from Document 1: child labor including very young children, extremely long workdays (12-16 hours), physical punishment, parental migration from countryside, overcrowded tenement living, lack of sanitation, disease, low wages, family dependence on children's earnings.

Question 2 (2 points): Strong answers identify two of the following from Document 2: Factory Acts limiting child labor and working hours, trade unions gaining legal recognition, expansion of voting rights through reform acts, gradual improvement in working class conditions.

Question 3 (2 points): Strong sample answer:

"The Industrial Revolution produced both severe problems and important reforms. As Document 1 shows, early industrialization created conditions of child labor, dangerous working conditions, urban poverty, and disease. Workers labored long hours for wages so low that even young children's earnings were essential to family survival. These conditions, however, also produced political and social responses. As Document 2 shows, the British Parliament passed Factory Acts that progressively limited child labor and working hours; trade unions gained legal recognition; and workers won the right to vote through successive reform acts. Karl Marx and Friedrich Engels, observing these conditions, developed the political philosophy of communism. The combined effect was that the Industrial Revolution, while initially producing extreme inequality and suffering, also generated reform movements that gradually improved workers' conditions and expanded democratic participation. This pattern shows how transformative economic changes can produce both significant problems and the political mobilization needed to address them."

CRQ Set 2: Cold War

Question 1 (2 points): Strong answers identify the Truman Doctrine and its principle of supporting free peoples resisting communist pressure (containment). The policy committed the U.S. to opposing Soviet expansion globally without direct military confrontation.

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Question 2 (2 points): Strong answers identify the Cuban Missile Crisis as the closest approach to nuclear war during the Cold War. The crisis demonstrated the doctrine of Mutually Assured Destruction in practice; demonstrated how diplomatic resolution was possible even in extreme situations; and led to subsequent arms control agreements and the Moscow-Washington hotline.

Question 3 (2 points): Strong sample answer:

"The United States and the Soviet Union conducted their rivalry through indirect means rather than direct combat, because nuclear weapons made direct great-power war unthinkable. As Document 1 shows, the Truman Doctrine established containment as the central American strategy: support for free peoples resisting communist pressure. The doctrine was implemented through institutions like the Marshall Plan, NATO, and ongoing military aid to allies, and through proxy wars in Korea, Vietnam, and Afghanistan. As Document 2 shows, even at the most dangerous moment of the Cold War, when Soviet nuclear missiles were placed in Cuba in 1962, both sides chose diplomatic resolution over military confrontation. President Kennedy used a naval quarantine rather than air strikes; Khrushchev removed the missiles in exchange for an American pledge not to invade Cuba. This pattern of indirect competition and crisis management defined the Cold War for forty-five years until Soviet leader Mikhail Gorbachev's reforms ended the conflict in 1989-1991."

Part III: Enduring Issues Essay Rubric (10 points)

Scoring criteria:

Thesis (1 point): Clearly identifies an enduring issue, defines it, and previews the cases that will support the argument
Analysis (2 points): Demonstrates clear understanding of why the issue endures across time and place
Document use (3 points): Uses evidence from at least three documents, accurately interpreted and connected to the issue
Outside knowledge (2 points): Supplements documents with specific examples and details from Maria's social studies knowledge
Organization (1 point): Essay follows a clear structure with thesis, body paragraphs, and conclusion
Writing quality (1 point): Clear prose, appropriate vocabulary, minimal errors

Sample thesis (using Power and Abuse of Power):

"Power and abuse of power is an enduring issue because throughout history those holding political authority have often used that authority to oppress, exploit, or destroy those without it. This issue is visible in the British imperial control of African societies in the nineteenth century (Document 1), in the apartheid system that Mandela challenged in twentieth-century South Africa (Document 3), and in the Rwandan Genocide of 1994 where the Hutu-dominated government organized mass killings of Tutsi."

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Civilians (Document 4). Each case shows how power can be wielded to deny dignity, freedom, and life to subject populations. The international response, including the development of human rights law and institutions, represents an ongoing effort to constrain power and protect those who would otherwise be vulnerable to its abuse, though contemporary cases like the Uyghur persecution show the continuing challenge.

Alternative thesis (using Desire for Human Rights):

"The desire for human rights is an enduring issue because throughout history people have demanded recognition of their fundamental dignity, self-determination, and equality. This issue is visible in Mandela's anti-apartheid struggle (Document 3), in the international response to the Holocaust and Rwanda producing the human rights framework, and in contemporary movements demanding recognition for the Uyghurs and Rohingya (Document 5). Truman's 1947 commitment to support free peoples (Document 2) reflects how the desire for human rights has shaped foreign policy throughout the modern era. Despite the ongoing failures shown in Document 4, the consistent reassertion of human rights claims demonstrates that the desire for fundamental dignity has remained one of the most persistent drivers of political action across time and place."

Part IV: Civic Literacy Essay Rubric (10 points)

Scoring criteria:

Civic concept identification (2 points): Clearly identifies and defines the civic concept (citizen organization, demand for political participation, methods of change)
Three examples (3 points): Provides three specific historical examples from different time periods or regions, each developed with detail
Analysis of methods (2 points): Analyzes how each movement organized, what methods they used, and how those methods related to their goals
Analysis of outcomes (2 points): Evaluates what each movement achieved or what limited its achievements
Organization and writing (1 point): Clear structure and quality prose

Strong example combinations:

Gandhi's Indian independence movement (nonviolent civil disobedience leading to 1947 independence)
South African anti-apartheid movement (combination of ANC organization, international pressure, and negotiated transition leading to 1994 elections)
Eastern European revolutions of 1989 (mass protests in Poland, Hungary, East Germany, and Czechoslovakia leading to the fall of communism)

Sample opening paragraph:

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"Throughout modern history, citizens have organized to demand political change from those in power, using methods ranging from disciplined nonviolence to negotiated transition. Three movements illustrate this enduring civic principle: the Indian independence movement under Mahatma Gandhi, the South African anti-apartheid struggle led by Nelson Mandela and the ANC, and the Eastern European revolutions of 1989 that ended Soviet domination of the region. Each movement organized large numbers of ordinary citizens around a shared goal, used methods adapted to their particular circumstances, and achieved transformative political change. Together they demonstrate that even powerful entrenched systems can be transformed when sufficient numbers of citizens act in coordinated, disciplined ways with moral and political clarity."

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Score Conversion and Self-Assessment

After scoring all four parts, Maria adds her raw points to get a total out of 60. The NYS Education Department uses a scaled conversion that varies year to year. For self-assessment purposes, the following approximate guide can be used:

54-60 raw points: Approximately 90+ scaled. Maria is in excellent shape and should focus on maintaining her current preparation.
48-53 raw points: Approximately 85-89 scaled. Solid performance. Targeted review of areas where she lost points.
42-47 raw points: Approximately 75-84 scaled. Passing performance. She should review the units where she lost the most points before retaking another practice exam.
36-41 raw points: Approximately 65-74 scaled. Borderline. She should plan substantial additional review across multiple units before retaking.
Below 36 raw points: Substantial preparation needed. Review the unit study guides systematically and retake the practice exam after completing the review.

Where Maria lost points: diagnostic by unit

Each Part I question is labeled with its unit. After scoring, Maria can identify which units cost her points and prioritize review there. Here is the distribution of Part I questions by unit in this exam:

Unit 10.1: 1 question
Unit 10.2: 3 questions
Unit 10.3: 3 questions
Unit 10.4: 3 questions
Unit 10.5: 5 questions
Unit 10.6: 5 questions
Unit 10.7: 3 questions
Unit 10.8: 1 question
Unit 10.9: 2 questions
Unit 10.10: 2 questions

This distribution roughly matches the Regents emphasis: Units 10.5 (WWI-WWII) and 10.6 (Cold War) are the most heavily tested, with Units 10.7 (Decolonization) and 10.4 (Imperialism) close behind. If Maria lost most of her points in 10.5 and 10.6, she should focus her review there. If she lost points across all units evenly, she may need broader review of the entire course.

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