Constructed Response Sample
Directions: Read each document carefully,
noting key ideas in the text. Then,
answer the question given for each specific document. Finally, answer question 3, which asks you to
consider BOTH document 1 and document 2.
Document 1
Excerpt from a speech by Soviet Premier Nikita Khrushchev in 1956 in
which he explains his point of view on U.S. actions.
The
inspirers of the “cold war” began to establish military alliances like the
North Atlantic bloc (NATO), and SEATO (protection for Southeast Asian
nations). [They claim] they have united for defense against the “communist
threat.” But this is sheer hypocrisy! We know from history that when planning
a re-division of the world, the imperialist powers have always lined up
military blocs. Today the “anti-communism” slogan is being used as a smoke
screen to cover up the claims of one power for world domination. The United
States wants, by means of blocs and pacts, to secure a dominant position in
the capitalist world. The leaders want a “position of strength” policy. Furthermore, they assert that it makes
another way impossible because it ensures a “balance of power” in the world.
Western leaders offer the arms race as their main recipe for the preservation
of peace! It is perfectly obvious that when nations compete to increase their
military might, the danger of war becomes greater, not lesser. Capitalism
will find its grave in another world war.
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1. Explain the historical circumstances that
led to Khrushchev’s view of U.S. actions.
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Document 2a
Excerpt from President Truman’s speech to Congress, March 12,
1947. (Truman Doctrine)
"I
believe it must be the policy of the United States to support free peoples
who are resisting attempted subjugation [domination] by armed minorities or
by outside pressure. Should we fail to aid Greece and Turkey in this fateful
hour, the effect will be far-reaching to the West. The seeds of totalitarian
regimes are nurtured by misery and want. They spread and grow in the evil
soil of poverty and strife. They reach their full growth when the hope of a
people for a better life has died. Therefore, I propose giving Greece and
Turkey $400 million in aid.
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2a. Explain the purpose of the policy
President Truman suggested in this speech.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3a. Identify a similarity or a difference regarding Premier
Nikita Khrushchev and President
Truman’s responses to the Cold War as expressed in document 1 and 2.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3b. Explain a similarity or a difference regarding Premier Nikita Khrushchev and President Truman’s responses to the Cold War as expressed in document 1
and 2.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
List of Enduring Issues
- Conflict, Power, Inequality, Innovation, Interconnection, Human Rights Violations, Scarcity, Population Growth, Human Impact on the Environment, Impact of Environment on Humans, Impact of Trade, Impact of Cultural Diffusion, Impact of Technology, Impact of Industrialization, Impact of Imperialism, Nationalism,
Enduring Issue Essay Global
10
Directions:
Read the Enduring Issues Prompt.
Read the Documents & Figure a possible Enduring Issue. Outline/ Plan your essay. Write a multi-paragraph essay addressing the
Prompt
Enduring Issues
Essay Prompt:
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An
enduring issue is an issue that exists across time. It is one that many
societies have attempted to address with varying degrees of success.
In your essay
●
Identify and define an enduring
issue raised by this set of documents.
● Using your
knowledge of Social Studies and evidence from the documents, argue why the
issue you selected is significant and how it has endured across time.
Be sure to
●
Identify the issue based on a
historically accurate interpretation of three
documents.
●
Define the issue using evidence from
at least three documents
●
Argue that this is a significant
issue that has endured by showing:
○
How the issue has affected people or
been affected by people
○
How the issue has continued to be an
issue or changed over time
●
Include outside information from
your knowledge of social studies and evidence from the documents.
● Analyze the
information given to you by comparing or contrasting at least two sources
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Document 1
Excerpts
from Two Treatises of Government by
John Locke
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If
man in the state of nature is free, if he is absolute lord of his own person
and possessions, why will he give up his freedom? Why will he put himself
under the control of any person or institution? The obvious answer is that
rights in the state of nature are constantly exposed to the attack of others.
Since every man is equal and since most men do not concern themselves with
equity and justice, the enjoyment of rights in the state of nature is unsafe
and insecure. Hence each man joins in society with others to preserve his
life, liberty, and property.
...as
far as we have any light from history, we have reason to conclude, that all
peaceful beginnings of government have been laid in the consent of the
people.
[When]
the legislature shall . . . grasp [for] themselves, or put into the hands of
any other, an absolute power over their lives, liberties, and estates of the
people, . . . they forfeit the power the people had put into their hands for
quite contrary ends, and it [passes] to the people, who have a right to
resume their original liberty. . . .
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Source: NYS Global History and
Geography Regents Exam;
John
Locke. Second Treatise of Government.
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Document 2
Document 3
Document 4
Excerpts from The Wealth of Nations by Adam Smith,
1776
“The sole purpose of
all production is to provide the best possible goods to the consumer at the
lowest possible price. Society should assist producers of goods and services
only to the extent that assisting them benefits the consumer… he [the
consumer] intends his own gain; and he is in this, as in many other cases,
led by an invisible hand to promote an end which was no part of his
intention…. By pursuing his own interest, he frequently promotes that of the
society....” “According to this liberal and generous system, therefore, the
most advantageous method in which a landed nation can raise up artificers
(craftsmen), manufacturers, and merchants of its own, is to grant the most
perfect freedom of trade to artificers, manufacturers and merchants of all
nations.”
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Source:
Adam Smith, The Wealth of Nations
Document 5
Excerpts from The
Communist Manifesto by Karl Marx and
Friedrich Engels
The work of the
proletarians has lost all individual value and all charm because of the
widespread use of machinery and the conditions of factory labor. The modern
working class lives only so long as they can find work, and finds work only
so long as their labor increases the capital of the bourgeoisie. These
laborers must sell themselves little by little. They are a commodity, like
every other item that is bought and sold.
...Masses of laborers
are crowded into factories. They are organized like slave-soldiers in the
industrial army of the bourgeoisie. Not only are these laborers slaves to the
bourgeoisie, they are enslaved daily by the machines they work with.
...The theory of the
Communists can be summed up in a single sentence: the abolition of private
property. The hard-won, self-earned property of the small peasant has already
been destroyed by the development of industry. Private property is already
done away with for 90% of the population. Modern bourgeoisie private property
only exploits the working class.
Bourgeoisie property must be swept out of the way. It must be
converted into common property for use by all members of society.
….Society can no
longer live under this bourgeoisie. Its existence is no longer compatible
with society. Let the ruling classes tremble at the Communist revolution. The
proletarians have nothing to lose but their chains. They have a world to win.
Workingmen of all countries, unite!
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Source: Marx, Karl, and Friedrich
Engels. The Communist Manifesto. Trans. Eric Hobsbawm. London: Version, 1998.
Optional/Sample Planning Page for
Enduring Issues Essay
Step 1: Examine
the Documents- What Enduring Issues exist in these documents?
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Doc. 1
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Doc. 2
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Doc. 3
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Doc. 4
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Doc. 5
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Step 2: Choose an issue: Decide on
an issue to write about that is supported by at least 3 documents
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Issue I’m
writing about:
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Documents
I’m using: (circle all that apply): 1 2 3 4 5
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Step 3:
Brainstorm Information for Your Essay
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Argue
Significance: How has this issue affected people or been affected by people?
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Argue
Significance: How has this issue continued to be an issue or changed over time?
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Enduring Issues Rubric
5
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4
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3
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2
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1
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Identify and Define Enduring Issue
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Clearly identifies and accurately defines
one enduring issue raised in at least three documents
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Identifies and accurately defines one
enduring issue raised in at least three documents
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Identifies and defines one enduring issue raised in at least 3 documents. May include
minor inaccuracies
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Identifies, but does not clearly define, one enduring issue raised in the set
of documents; may include errors
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Identifies, but does not define, one enduring issue raised by the
documents
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Argument: Significance of Enduring Issue and Continuity or Change
Over Time
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Develops an even, thoughtful and in depth
argument about how an enduring issue has affected people or has been affected
by them and how the issue continues to be an issue or
has changed over time
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Develops a thoughtful argument in some depth
about how an enduring issue has affected people or has been affected by them and how the issue continues to be an issue or
has changed over time OR develops
the argument somewhat unevenly by discussing one aspect of the argument more
thoroughly than the other
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Develops both aspects of the argument in
little depth or develops only one
aspect of the argument in some depth
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Minimally develops both aspects of the
argument or develops one aspect of the argument in little depth
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Minimally develops one aspect of the
argument
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Analysis[1]
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Is more analytical than descriptive
(analyzes, evaluates and/or creates[2] information)
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Is both descriptive and analytical (applies,
analyzes, evaluates and/or creates information)
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Is more descriptive than analytical
(applies, may analyze and/or evaluate information)
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Is primarily descriptive; may include
faulty, weak, or isolated application or analysis.
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Is descriptive; may lack understanding,
application, or analysis
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Evidence: Documents
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Richly supports the task by incorporating
substantial relevant evidence that includes facts, examples, and details from
at least three of the documents
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Supports the task by incorporating relevant
evidence that includes facts, examples, and details from at least three
documents
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Incorporates some relevant evidence that
includes facts, examples, and details from the docs; may include minor
inaccuracies
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Includes few relevant facts, examples, and
details from the documents or consists primarily of relevant information
copied from the documents; may include inaccuracies.
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Makes some vague, unclear references to the
documents and includes minimal relevant facts, examples, and details copied
from the documents; may include some inaccuracies.
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Evidence: Outside Information
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Richly supports the task by incorporating
substantial relevant outside information that includes facts, examples, and
details
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Supports the task by incorporating relevant
outside information that includes facts, examples and details
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Incorporates limited relevant outside
information that includes facts, examples, and details; may include minor
inaccuracies
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Presents little or no relevant outside
information; may include some inaccuracies
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Presents no relevant outside information
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Organization
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Demonstrates a logical and clear plan of
organization; includes an introduction and a conclusion
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Demonstrates a logical and clear path of
organization; includes an introduction and a conclusion
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Demonstrates a satisfactory plan of
organization; includes an introduction and a conclusion
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Demonstrates a general plan of organization;
may lack focus; may contain digressions; may lack an introduction and a
conclusion
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May demonstrate a weakness in organization;
may lack focus; may contain digressions; may lack an introduction and a
conclusion.
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[1]For the purposes of this rubric, evidence of analytic writing includes
explanation through comparison, cause and effect connections, sourcing, and
corroboration.
[2]The term create as used by Anderson/Krathwohl, et al. in their 2001
revision of Bloom’s Taxonomy of Educational Objectives refers to the highest
level of the cognitive domain. This usage of create is similar to Bloom’s use
of the term synthesis. Creating implies an insightful reorganization of
information into a new pattern or whole. While a Level 5 paper will contain
analysis and/or evaluation of information, a very strong paper may also include
examples of creating information as defined by Anderson and Krathwohl.
Note:
If all aspects of the task are thoroughly developed evenly and in depth for one
resource and the response meets most of the other Level 5 criteria, the overall
response may be a Level 3 paper.
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