1

End of Course: US History

Information / Study Guide

KCHS History Department

2012-2013

Mr. Milo McMinn

2

Test Framework

*bolded standards are tested

Content ID Content Statement

9–12 1-B.2 Analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the industrial revolution, including the following:

a. innovations in technology, evolution of marketing techniques, changes to the standard of living and the rise of consumer culture

b. rise of business leaders and their companies as major forces in America (Examples: John D. Rockefeller, Andrew Carnegie)

c. development of monopolies and their impact on economic and political policies (Examples: laissez-faire economics, trusts, trust busting)

d. growth of cities (Examples: influx of immigrants, rural-to-urban migrations, racial and ethnic conflicts that resulted)

e. efforts of workers to improve working conditions (Examples: organizing labor unions, strikes, strike breakers)

f. rise and effect of reform movements (Examples: Populists, William Jennings Bryan, Jane Addams, muckrakers)

g. conservation of natural resources (Examples: the Grand Canyon, Yellowstone, Anasazi ruins at Mesa Verde, Colorado, National Reclamation Act of 1902) (NM History)

h. progressive reforms (Examples: the national income tax, direct

9–12 1-B.3 Analyze the United States’ expanding role in the world during the late 19th and 20th centuries, to include the following:

a. causes for a change in foreign policy from isolationism to interventionism; causes and consequences of the Spanish American war

b. expanding influence in the western hemisphere (Examples: the Panama Canal, Roosevelt corollary added to the Monroe doctrine, the “big stick” policy, “dollar diplomacy”)

c. events that led to the United States’ involvement in World War I; United States’ rationale for entry into World War I and impact on military process, public opinion and policy

d. United States’ mobilization in World War I (Examples: its impact on politics, economics and society)

e. United States’ impact on the outcome of World War I; United States’ role in settling the peace (Examples: Woodrow Wilson, treaty

7 Multiple choice

1

Short answer

4

Multiple choice

18%

Of

Test

8%

3

Content ID Content Statement

9–12 1-B.4 Analyze the major political, economic and social developments that occurred between World War I and World War II, to include the following:

a. social liberation and conservative reaction during the 1920s (Examples: flappers, prohibition, the Scopes trial, the red scare)

b. causes of the great depression (Examples: over production, under consumption, credit structure)

c. rise of youth culture in the “jazz age” d. development of mass/popular culture (Examples: rise of radio, movies,

professional sports, popular literature) e. human and natural crises of the great depression, (Examples:

unemployment, food lines, the dust bowl, western migration of Midwest farmers)

f. changes in policies, role of government and issues that emerged from the new deal (Examples: the works programs, social security, challenges to the supreme court)

g. role of changing demographics on traditional communities and social structures

9–12 1-B.5 Analyze the role of the United States in World War II, to include the following: a. reasons the United States moved from a policy of isolationism to

involvement after the bombing of Pearl Harbor b. events on the home front to support the war effort (Examples: war bond

drives, mobilization of the war industry, women and minorities in the work force)

c. major turning points in the war (Examples: the battle of Midway, D-Day invasion, dropping of atomic bombs on Japan)

9–12 1-B.1 & 9–12 1-B.6

Analyze the impact and changes that reconstruction had on the historical, political and social development of the United States; (B.6 13th –15th amendments—US Constitution) Analyze the development of voting and civil rights for all groups in the United States following reconstruction, to include the following:

a. intent and impact of the 13th, 14th and 15th Amendments to the constitution (B.1)

b. segregation as enforced by Jim Crow laws following reconstruction (B.1) c. key court cases (Examples: Plessy v. Ferguson, Brown v. Board of

Education of Topeka, Roe v. Wade) d. roles and methods of civil rights advocates (Examples: Martin Luther

King, Jr., Malcolm X, Rosa Parks, Russell Means, César Chávez) e. the passage and effect of the voting rights legislation on minorities

(Examples: 19th amendment, role of Arizona supreme court decision on Native Americans, their disenfranchisement under Arizona constitution and subsequent changes made in other state constitutions regarding Native American voting rights, such as New Mexico, 1962, 1964 Civil Rights Act, Voting Act of 1965, 24th Amendment)

f. impact and reaction to the efforts to pass the Equal Rights Amendment g. rise of blackpower, brown power, American Indian movement, united farm

8 Multiple choice

1

Short answer

6 Multiple choice

1 Short answer

7 Multiple choice

1

Extended Response

20%

16%

22%

4

workers

Content ID Content Statement

9–12 1-B.7 Analyze the impact of World War II and the cold war on United States’ foreign and domestic policy, to include the following:

a. origins, dynamics and consequences of the cold war tensions between the United States and the Soviet Union

b. new role of the United States as a world leader (Examples: Marshall plan, NATO)

c. need for establishment and support of the united nations d. implementation of the foreign policy of containment, including the Truman

doctrine e. Red Scare (e.g., McCarthyism, House Un-American Activities Committee,

nuclear weapons, arms race) f. external confrontations with communism (Examples: the Berlin blockade,

Berlin wall, Bay of Pigs, Cuban missile crisis, Korea, Vietnam war) g. Sputnik and the space race h. image of 1950s affluent society i. political protests of Vietnam war j. counterculture in the 1960s

9–12 1-B.8 Analyze the impact of the post-cold war Era on United States’ foreign policy, to include the following:

a. role of the United States in supporting democracy in eastern Europe following the collapse of the Berlin wall

b. new allegiances in defining the new world order c. role of technology in the information age (theme)

9–12 1-B.9

Explain how United States history represents a framework of knowledge and skills within which to understand the complexity of the human experience, to include the following:

a. analyze perspectives that have shaped the structures of historical knowledge

b. describe ways historians study the past c. explain connections made between the past and the present and their

impact

8 Multiple choice

No Questions

No Questions

16%

5

Standards Tested

6

Writing Rubrics

7

EoC Information

Performance standards are located on a vertically moderated scale. The new scale supports comparisons of

student progress from grade to grade, just as the former scale did, and it provides significant technical

improvements for sophisticated growth models. Scores on the vertically moderated scale range from 0 to 80, and a

score of 40 represents Proficient performance. The first digit of a scale score identifies the grade level. For

example, scale scores for grade 3 range from 300 to 380 (please see attached SBA Vertically Moderated Scale FAQ).

A bridge study will be available on July 1 for converting scores between the vertical scale and vertically moderated

scale. Please follow the link to the SBA Bridge Study under “What’s New”:

http://www.ped.state.nm.us/AssessmentAccountability/AssessmentEvaluation/index.html

Are the EoC assessments the new final exam? Answer: The EoCs may be used by classroom teachers either to replace their final exams or in addition to their final

exams. All students will need to take the social studies and English III/Writing EoCs. While not all students will need

to use the EoCs as an ADC for their other classes, we recommend that they take them at the completion of each

course.

How do we score the EoCs? Answer: The EoC scoring rubrics are available on SOAP along with the exams. Schools are in charge of scoring the exams according to these rubrics. Raw scores should be reported to the PED. After a standard-setting meeting the week of February 19, 2013, a committee of teachers and PED staff will determine passing scores for each EoC and will report this data to schools upon its availability. Any licensed school staff may grade the EoCs. A grader should be an expert in the content area, should be trained

with the rubric, and—if possible—should not be the current teacher of the students whose tests they grade.

Does every student have to take an EoC at the end of a course for which we offer an EoC? For example, if a student passed the SBA in math during H2 year and banked that score, that student has demonstrated competency in math. Must that student still take the math EoC in H3? Answer: Technically, no. Students with banked passing scores in math from the H2 SBA do not have to take a Math

EoC because they do not need it as an ADC in that subject. All students should take Science EoCs since is not

offered on the H2 SBA, and although students may not ultimately need passing Science EoC scores as ADCs, they

should have them as backups. All students must take the English III exam, even if they received a passing score on

the H2 SBA in reading, because it is the only way for students to demonstrate competency in writing.

So we will find out the cut score after 2-19-2013

So this test will become the final exam for our US History

Class?

Who will Grade CCSD EoC?

8

How often can students retake an EoC assessment? Answer: Following the rules outlined in the ADC manual, students have two chances to pass an ADC. Therefore, for

the subjects assessed on the SBA and HSGA (math, reading, and science), students may take the EoCs as ADCs

twice—once initially and once as a retake. For subjects not assessed on the SBA and HSGA (writing and social

studies), students may take the EoCs three times—once as an initial assessment and twice as an ADC. Students

with disabilities who have Individualized Education Programs (IEPs) may take all the EoCs one additional time and

the initial test may be used to establish cut scores that define a passing grade for that student.

Will teachers who are scoring tests receive some sort of standardized rubric training from the PED or do we develop this training in our school or district? Answer: Districts or schools are responsible for training teachers and staff to score the EoCs according to the

rubrics provided by the PED.

9

***Hints***

Based on the writing rubrics

Extended Response: 4 point question

1) Students should not make a list. According to the rubric they will only score a 1 point if

they make a list as their answer regardless if it is right answer.

2) The extended response question will deal with identifying two (Examples, Policies, or Acts)

and detail their IMPACT. Students must include a discussion of the two items they identify

to receive a four.

3) Here my breakdown: 0- points= response is wrong,

1 point = min information identifies one element,

2 point = Identifies 2 elements or

1 element with impact

3 point = Identifies 2 elements with a general discussion of impact

4 points = identifies 2 elements with a complete discussion of impact

4) Based on the standards breakdown the extended response 4 point question will be on Civil rights and Reconstruction. It can be concluded that because of the addition of the (13th

–15th

amendments—US Constitution) into the reconstruction (B.1) standard we might want to hit and review those specific amendments. Our guess the question might look something like this: “Explain in detail the plight of Minorities in the US from Reconstruction through the Civil rights era and explain how changes or policies that were made during that time impact our world today”

Short Answer Questions: 3 - 2 point questions = total of 6 points of 50

1) Based on the rubric there are three types of questions.

a. Identify and describe one of the Problems

b. Identify and defends one of the Causes

c. Identify and analyze one of the Roles

These are

elements

10

2) So if we just guess that there will be one type for each question here are some

possibilities:

a. Cross of gold speech- progressivism. “Identify and describe one of the problems

that William Jennins Bryan details about using a gold standard” (it limits the

countries money supply)

b. “Identify and defend one of the causes WWI”. (Lusitania, Arch Duke assassination,

Zimmerman note) or “Identify and defend one of the causes of the Great

Depression”.

c. “Identify and analyze one the role of women during WW2” (Rosie the Riveter, Liberty

gardens)

Multiple Choice Questions: 40 - 1 point questions = 80% of the test

*Below are examples from previous Social Studies NMSBA. Based on information that a many

number of Social Studies Teachers were missing during the creation of the EoC and that English

teachers were put in, a great amount of questions may be similar to years past. One note though,

with the introduction of Common Core Skills many of the questions may be document based just like

our quarterly test.

On the Depth of Knowledge chart it is likely that for the multiple choice questions that:

13 questions are DoK 1, 24 questions are DoK 2, and only 3 are Dok 3.

*also based on that chart the DoK 3 MC questions will come from 2 questions on B.2 progressivism

and 1 question from B.7 impact of WWII.