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

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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.

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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
  similarities/differences of places/communities, culture,
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
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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,
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
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
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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.

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Appendix 3: MYP Humanities Criterion D: Thinking Critically
Maximum Achievement Level: Score of 8

At the end of year 5, students should be able to:

• discuss concepts, issues, models, visual representation and theories
• synthesize information to make valid, well-supported arguments
• interpret different perspectives and their implications.
Achievement Level   Level Descriptor  
0   The student does not reach a standard described by any of the descriptors
below.
 
1–2   The student:
• analyses concepts, issues, models, visual representation and theories to
a limited extent
• summarizes information to a limited extent to make arguments
• identifies different perspectives and minimal implications.
 
3–4   The student:
• analyses concepts, issues, models, visual representation and theories
• summarizes information to make arguments
• interprets different perspectives and some of their implications.
 
5–6   The student:
• discusses concepts, issues, models, visual representation and theories
• synthesizes information to make valid arguments
• interprets different perspectives and their implications.
 
7–8   The student:
• completes a detailed discussion of concepts, issues, models, visual
representation and theories
• synthesizes information to make valid, well-supported arguments
• thoroughly interprets a range of different perspectives and their
implications.  
Command Terms and MYP Definitions

Discuss = Offer a considered and balanced review that includes a range of arguments, factors
or hypotheses. Opinions or conclusions should be presented clearly and supported by
appropriate evidence.

Synthesizes = Combine different ideas in order to create new understanding.

Interprets = Use knowledge and understanding to recognize trends and draw conclusions from
given information.

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