MR. CHUNG U.S. History/Government/ECON



Student Name: __________________________ Grade 12 AP GovernmentAPUSH: UNIT 8: 1945-1980Enduring Understanding: Key Concept 8.1: The United States responded to an uncertain and unstable postwar world by asserting and working to maintain a position of global leadership, with far-reaching domestic and international consequences.Part 1: Teacher’s descriptive feedbackLearning Target Meets StandardApproaching standardFeedbackDBQ: Skills (1-6)I can responds the prompt with a historically defensible thesis/claim that establishes a line of reasoning with a claim that responds to the prompt rather than restating or rephrasing the prompt, and consist of one or more sentences located in one place, either in the introduction or the conclusion.I can describe a broader historical context relevant to the prompt and relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question. I can use evidence from the Documents that supports an argument in response to the prompt using at least six documents and accurately describe — rather than simply quote — the content from at least six documents, and in addition, the response must use the content of the documents to support an argument in response to the prompt.I can use at least one additional piece of the specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt), and describe the evidence and must use more than a phrase or reference, and this additional piece of evidence is different from the evidence used to earn the point for contextualization.I can use at least three documents, and explain how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument; and explain how or why (rather than simply identifying) the document’s point of view, purpose, historical situation, or audience is relevant to an argument about the prompt for each of the three documents sourced.I can demonstrates a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question.I may show it in several ways:? I may explaining nuance of an issue by analyzing multiple variables.? I may explain both similarity and difference, or explain both continuity and change, or explaining multiple causes, or explaining both cause and effect.? I may explain relevant and insightful connections within and across periods.?I may confirming the validity of an argument by corroborating multiple perspectives across themes.?I can Qualify or modify an argument by considering diverse or alternative views or evidence. This understanding must be part of the argument, not merely a phrase or reference.(Standards: AP U.S. HISTORY SKILLS 1-6) (LEQ)A. THESIS/CLAIM (0–1 pt) 1 pt.I can respond to the prompt with a historically defensible thesis/claim that establishes a line of reasoning, where the thesis must make a claim that responds to the prompt, rather than merely restating or rephrasing the prompt, where the thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.I can describe a broader historical context relevant to the prompt, where the response must relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question. C. EVIDENCE(0–2 pts)2 pt.I can provide specific examples of evidence relevant to the topic of the prompt, where the response must identify specific historical examples of evidence relevantto the topic of the prompt and supports an argument in response to the prompt using specific and relevant examples of evidence that uses specific historical evidence to support an argument in response to the prompt.D. ANALYSIS AND REASONING(0–2 pts)I can use historical reasoning (e.g.) comparison, causation, CCOT) to frame or structure an argument that addresses the prompt, where the response demonstrates the use of historical reasoning to frame or structure an argument, although the reasoning might be uneven or imbalanced, and a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question, were the response must demonstrate a complex understanding. This can be accomplished in a variety of ways, such as:? Explaining nuance of an issue by analyzing multiple variables.? Explaining both similarity and difference, or explaining both continuity and change, or explaining multiple causes, or explaining both causes and effects.? Explaining relevant and insightful connections within and across periods.? Confirming the validity of an argument by corroborating multiple perspectives across themes.? Qualifying or modifying an argument by considering diverse or alternative views or evidence. This understanding must be part of the argument, not merely a phrase or reference.KC-8.1.II can explain how United States policymakers engaged in a cold war with the authoritarian Soviet Union, seeking to limit the growth of Communist military power and ideological influence, create a free-market global economy, and build an international security system.KC-8.2.II can explain how political leaders and civil rights activists sought to fulfill Reconstruction-era promises and achieved some legal and political successes in ending segregation, although progress toward racial equality was slow. KC-8.3 I can explain postwar economic and demographic changes had far-reaching consequences for American society, politics, and culture.8.9(J) I can explain the causes and effects of continuing policy debates about the role of the federal government over time.Part 2: Student Learning Plan Directions: Please use your feedback to fill out the boxes below. Choose next steps for any targets you listed under “I need to learn the basics related to these skills.” If you were instructed to work with a partner to practice, you will be given time to do this in an upcoming class. Student InsightsI am good at these skills …I need to practice these skills …I need to learn the basics related to these skills …Next Steps#1: ___________________________________________________________________________________________________________________#2: ___________________________________________________________________________________________________________________#3: ___________________________________________________________________________________________________________________#4: __________________________________________________________________________________________________________________#5: ___________________________________________________________________________________________________________________I will complete the next steps above by ___________________________ in order to ensure I improve my skills before the next assessment. Student Signature: _____________________________________________Part 3: Possible Learning Strategies for next stepsLearning TargetLearning Strategy OptionsSkills (1-6) (DBQ)I can responds the prompt with a historically defensible thesis/claim that establishes a line of reasoning with a claim that responds to the prompt rather than restating or rephrasing the prompt, and consist of one or more sentences located in one place, either in the introduction or the conclusion.I can describe a broader historical context relevant to the prompt and relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question. I can use evidence from the Documents that supports an argument in response to the prompt using at least six documents and accurately describe — rather than simply quote — the content from at least six documents, and in addition, the response must use the content of the documents to support an argument in response to the prompt.I can use at least one additional piece of the specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt), and describe the evidence and must use more than a phrase or reference, and this additional piece of evidence is different from the evidence used to earn the point for contextualization.1 pt.I can for at least three documents, explain how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument; and explain how or why (rather than simply identifying) the document’s point of view, purpose, historical situation, or audience is relevant to an argument about the prompt for each of the three documents sourced.I can demonstrates a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question.I may show it in several ways:? I may explaining nuance of an issue by analyzing multiple variables.? I may explain both similarity and difference, or explain both continuity and change, or explaining multiple causes, or explaining both cause and effect.? I may explain relevant and insightful connections within and across periods.?I may confirming the validity of an argument by corroborating multiple perspectives across themes.?I can Qualify or modify an argument by considering diverse or alternative views or evidence. This understanding must be part of the argument, not merely a phrase or reference.AccessKahn Academy will review these videos if DBQ are not at standard.Adam Norris: will review these videos if DBQ are not at standard.I will do practice questions on Kaplan or Princeton Review Test prep books.Standards: AP U.S. HISTORY SKILLS 1-6) (LEQ)A. THESIS/CLAIM (0–1 pt) 1 pt.I can respond to the prompt with a historically defensible thesis/claim that establishes a line of reasoning, where the thesis must make a claim that responds to the prompt, rather than merely restating or rephrasing the prompt, where the thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.I can describe a broader historical context relevant to the prompt, where the response must relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question. C. EVIDENCE(0–2 pts)2 pt.I can provide specific examples of evidence relevant to the topic of the prompt, where the response must identify specific historical examples of evidence relevantto the topic of the prompt and supports an argument in response to the prompt using specific and relevant examples of evidence that uses specific historical evidence to support an argument in response to the prompt.D. ANALYSIS AND REASONING(0–2 pts)I can use historical reasoning (e.g.) comparison, causation, CCOT) to frame or structure an argument that addresses the prompt, where the response demonstrates the use of historical reasoning to frame or structure an argument, although the reasoning might be uneven or imbalanced, and a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question, were the response must demonstrate a complex understanding. This can be accomplished in a variety of ways, such as:? Explaining nuance of an issue by analyzing multiple variables.? Explaining both similarity and difference, or explaining both continuity and change, or explaining multiple causes, or explaining both causes and effects.? Explaining relevant and insightful connections within and across periods.? Confirming the validity of an argument by corroborating multiple perspectives across themes.? Qualifying or modifying an argument by considering diverse or alternative views or evidence. This understanding must be part of the argument, not merely a phrase or reference.AccessKahn Academy will review the video if LEQ is not at standard.I will do practice questions on Kaplan or Princeton Review Test prep books.KC-8.1.II can explain how United States policymakers engaged in a cold war with the authoritarian Soviet Union, seeking to limit the growth of Communist military power and ideological influence, create a free-market global economy, and build an international security system. Access will write a summary in my own words and write out the definitions. And do the quiz. will write summary of videos in my own words. will take notes from these youtube videos.Powerpoint: will fill out review sheet corresponding with the powerpoint.Concluding Learning Activity: ?I will write a mock answer to the test question based on this standard. ?I will write an outline to a possible answer to the test question based on this standard by memory. ?I will self-test myself on this question as practice for the exam and will score it myself and reach standard.KC-8.2.II can explain how political leaders and civil rights activists sought to fulfill Reconstruction-era promises and achieved some legal and political successes in ending segregation, although progress toward racial equality was slow. Access will write a summary in my own words and write out the definitions. And do the quiz. will write summary of videos in my own words. will take notes from these youtube videos.Powerpoint: will fill out review sheet corresponding with the powerpoint.Concluding Learning Activity: I will write a mock answer to the test question based on this standard. I will write an outline to a possible answer to the test question based on this standard by memory. I will self-test myself on this question as practice for the exam and will score it myself and reach standard.KC-8.3 I can explain postwar economic and demographic changes had far-reaching consequences for American society, politics, and culture. Access will write a summary in my own words and write out the definitions. And do the quiz. will write summary of videos in my own words. will take notes from these youtube videos.Powerpoint: will fill out review sheet corresponding with the powerpoint.Concluding Learning Activity: I will write a mock answer to the test question based on this standard. I will write an outline to a possible answer to the test question based on this standard by memory. I will self-test myself on this question as practice for the exam and will score it myself and reach standard.8.9(J) I can explain the causes and effects of continuing policy debates about the role of the federal government over time. Access will write a summary in my own words and write out the definitions. And do the quiz. will write summary of videos in my own words. will take notes from these youtube videos.Powerpoint: will fill out review sheet corresponding with the powerpoint.Concluding Learning Activity: I will write a mock answer to the test question based on this standard. I will write an outline to a possible answer to the test question based on this standard by memory. I will self-test myself on this question as practice for the exam and will score it myself and reach standard. ................
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