USHIST S2 15-­‐16 United States History Semester 2: EOC Study Guide The United

USHIST S2 15-­‐16 United States History Semester 2: EOC Study Guide The United States history, semester II, end-of-course (EOC) exam, will consist of two (2) parts. Both parts will require students to demonstrate mastery of material through writing prompts. Part one of the EOC will be assessed using MYP Humanities Criterion A: Knowing and Understanding, and part two of the EOC will be assessed using MYP Humanities Criterion D: Thinking Critically. Part One: Knowing and Understanding Below is the list of terms that will be used in both part one and part two of the EOC. On the day of the exam for part one of the EOC, students will receive a total of nine terms separated into three groups. Students will choose one of the three terms from each of these groups and write one paragraph for each term that demonstrates Knowing and Understanding (MYP Humanities Criterion A). Directions for part one will appear as follows: Use the space below to write a paragraph focused on one of the three terms provided from each grouping. In the paragraph, apply your knowledge and understanding by using a wide range of terms consistently and effectively. In your response, demonstrate a detailed knowledge and understanding of content and concepts by including examples and practical applications supported by information we examined in our class. GROUP A GROUP B GROUP C 1. Totalitarianism 2. 1930s U.S. Foreign Policy 3. Pearl Harbor 4. European Theater 5. Pacific Theater 6. WWII Home Front 7. Manhattan Project 8. Japanese Internment 9. Holocaust 10. Jim Crow Laws 11. Martin Luther King, Jr. 12. Federal Government Support of Civil Rights 13. Civil Rights Activists (other than MLK, Jr.) 14. Non-Violent Protests 15. 1950s culture 16. Containment policies 17. Collective security 18. Superpower competition 19. McCarthyism 20. Cuban Missile Crisis 21. Proxy wars 22. Anti-war protests 23. Counterculture 24. Johnson’s Great Society 25. Détente 26. Cold War in the Middle East 27. 1970s Economic Challenges 28. Watergate Scandal 29. Conservative Revolution 30. End of Cold War 31. Persian Gulf War 32. Terrorism USHIST S2 15-­‐16 Part Two: Thinking Critically On the previous page, there are terms that will be used for both part one and part two of the EOC. For part two of the EOC, students will integrate three of the nine terms provided on the day of the exam into a response for one of the writing tasks below. On the day of the exam, students will be provided with four (4) essay tasks from the bank of writing tasks below and be asked to write a total of one (1) well-written essay that demonstrates Thinking Critically (MYP Humanities Criterion D). Directions for part two will appear as follows: Use the space below to write an essay focused on ANY three of the nine terms from Part A that will help to support an argument that answers one (1) of the four essay prompts below. In the essay, you should offer a balanced review of a range of arguments and factors that relate to the terms and essay prompt you selected. All opinions and conclusions should be presented clearly and supported with appropriate evidence. Your essay should combine different ideas to create new understanding, to recognize trends and to draw conclusions from a range of different perspectives and implications. Please note: It will be acceptable to use any of the nine terms provided in part one of the EOC in your response for part two of the EOC. Part Two Writing Tasks: 1. Discuss how world events can influence the foreign policies of a nation. 2. Interpret how the relationship between domestic conflict and cooperation can affect a society. 3. Discuss how the power of an idea can influence and bring about change. 4. Synthesize how societies change individuals and individuals change society. 5. Synthesize the link between two historical eras explored in the second semester. 6. Interpret how the balance between liberty and security has changed through history. 7. Discuss how changes in technology influence government or economic systems. 8. Interpret how public opinion or national events drives the domestic policies of government. USHIST S2 15-­‐16 Appendix 1: MYP Individuals and Societies: Key Concepts Change Change is a conversion, transformation, or movement from one form, state or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences. For individuals and societies, the concept of change allows examination of the forces that shape the world: past, present and future. The causes and effects of change can be natural and artificial; intentional and unintentional; positive, negative or neutral. This subject group explores the role of individuals and societies in shaping change. Examples of content-related concepts: causality, process, continuity, chronology, conflict/cooperation, development, globalization, innovation, social relations, identity, cause and consequence, conflict, peace, sustainability, evidence, risk, context, interpretation, symbolism, sources Supporting terminology: urbanization, supply and demand, individual agency, desertification, tradition, perspective, revolution Time, Place and Space Time, place and space The intrinsically linked concepts of time, space and place refers to the absolute or relative position of people, objects and ideas. “Time, place and space” focuses on how we construct and use our understanding of location (“where” and “when”). For individuals and societies, time is not simply the measurement of years or time periods but is a continuum of significant events of the past, present and future. Place and space are complex concepts, the definitions of which are fluid. Place is socially constructed and can be explored in terms of constraints and opportunities afforded by location. Places have value and meaning defined by humans. Space relates to where and why places and landscapes are located. This concept also includes the social, economic, and political processes that interact through or across space, resulting in patterns and networks arising, such as migration or trade flows. Challenges related to “place and space” can be understood on multiple scales (including local, regional, national and global). Examples of content-related concepts: scarcity, similarities/differences of places/communities, culture, globalization, power, development, location, mobility, structure, identity, flow, pattern, networks, civilization, environments, spatial representations, perspective, communication, movement, scale, measurement, risk Supporting terminology: trade, migration, opportunity cost, colonialism, urbanization, countries, maps, territory landscape Global Interactions Global interactions focuses on the connections between individuals and communities, as well as their relationships with built and natural environments, from the perspective of the world as a whole. For individuals and societies, global interactions focuses on the interdependence of the larger human community, including the many ways that people come into conflict with and cooperate with each other, and live together in a highly interconnected world to share finite resources. Examples of content-related concepts: culture, civilization, interdependence, exchange, power, sustainability, equity, global justice, leadership, social relations, mobility, consumption, politics, identity, flow, development, risk, capital, markets, barriers to trade, authority Supporting terminology: corporate social responsibility, trade blocs, refugees, mass media, multinational organizations, global warming, sustainable development, supply and demand, economies of scale Systems Systems are sets of interacting or interdependent components. Systems provide structure and order in human, natural and built environments. Systems can be static or dynamic, simple or complex. For individuals and societies, systems thinking provides a powerful tool for understanding both natural and human environments, and the role of individuals within them. Social and natural systems rely on a state of equilibrium and are vulnerable to change from internal and external forces. Examples of content-related concepts: structure, pat terns, ideology, organization, evolution, equilibrium, models, dynamism, religion, technology, politics, flow, networks, form, economics, society, ecology, efficiency, markets, conflict, beliefs Supporting terminology: government, biomes, laws, rights, coasts, rivers, institutions, status, productivity, telecommunications, democracy, banking USHIST S2 15-­‐16 Appendix 2: MYP Humanities Criterion A: Knowing and Understanding Maximum Achievement Level: Score of 8 At the end of year 5, students should be able to: • use a wide range of terminology in context • demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations and examples. Achievement Level Level Descriptor 0 The student does not reach a standard described by any of the descriptors below. 1–2 The student: • uses limited relevant terminology • demonstrates basic knowledge and understanding of content and concepts with minimal descriptions and/or examples. 3–4 The student: • uses some terminology accurately and appropriately • demonstrates adequate knowledge and understanding of content and concepts through satisfactory descriptions, explanations and examples. 5–6 The student: • uses a range of terminology accurately and appropriately • demonstrates substantial knowledge and understanding of content and concepts through accurate descriptions, explanations and examples. 7–8 The student: • consistently uses a wide range of terminology effectively • demonstrates detailed knowledge and understanding of content and concepts through thorough accurate descriptions, explanations and examples. Command Terms and MYP Definitions Use = Apply knowledge or rules to put theory into practice Demonstrates = Prove or make clear by reasoning or evidence, illustrating with examples or practical application. USHIST S2 15-­‐16 Appendix 3: MYP Humanities Criterion D: Thinking Critically Maximum Achievement Level: Score of 8 At the end of year 5, students uploads/Philosophie/ study-guide-template.pdf

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