Enduring Issues Essay Writing: Difference between revisions

From LearnSocialStudies
No edit summary
No edit summary
Line 45: Line 45:
|-
|-
| style="width: 23.6331%; border-color: rgb(52, 73, 94); border-style: solid;" |  
| style="width: 23.6331%; border-color: rgb(52, 73, 94); border-style: solid;" |  
*[https://www.classroomexplorations.org/wiki/images/6/6d/EIScaffoldingInstructions6_0.pdf Enduring Issues Essay Guide v6.0]
*[https://www.lessonresources.org/wiki/images/6/6d/EIScaffoldingInstructions6_0.pdf Enduring Issues Essay Guide v6.0]
| style="width: 43.0335%; border-color: rgb(52, 73, 94); border-style: solid;" |  
| style="width: 43.0335%; border-color: rgb(52, 73, 94); border-style: solid;" |  
*[http://www.classroomexplorations.org/wiki/images/3/30/EIIntroductiontoolv2.pdf Enduring Issues Essay '''Introduction''' Graphic Organizer Tool v2]
*[http://www.lessonresources.org/wiki/images/3/30/EIIntroductiontoolv2.pdf Enduring Issues Essay '''Introduction''' Graphic Organizer Tool v2]
| style="width: 33.3333%; border-color: rgb(52, 73, 94); border-style: solid;" |  
| style="width: 33.3333%; border-color: rgb(52, 73, 94); border-style: solid;" |  
*[http://www.classroomexplorations.org/wiki/images/3/3f/EIScoringRubric6.pdf Enduring Issues Scoring Rubric & Checklist]
*[http://www.lessonresources.org/wiki/images/3/3f/EIScoringRubric6.pdf Enduring Issues Scoring Rubric & Checklist]
|-
|-
| style="width: 23.6331%; border-color: rgb(52, 73, 94); border-style: solid;" |  
| style="width: 23.6331%; border-color: rgb(52, 73, 94); border-style: solid;" |  
*[http://www.classroomexplorations.org/wiki/images/5/5c/IndustrialRevolutionExemplar.pdf Industrial Revolution Sample Essay]
*[http://www.lessonresources.org/wiki/images/5/5c/IndustrialRevolutionExemplar.pdf Industrial Revolution Sample Essay]
| style="width: 43.0335%; border-color: rgb(52, 73, 94); border-style: solid;" |  
| style="width: 43.0335%; border-color: rgb(52, 73, 94); border-style: solid;" |  
*[http://www.classroomexplorations.org/wiki/images/3/37/EIbodyparagraphsorganizer2.pdf Enduring Issues Essay '''Document Planning''' Graphic Organizer Tool]
*[http://www.lessonresources.org/wiki/images/3/37/EIbodyparagraphsorganizer2.pdf Enduring Issues Essay '''Document Planning''' Graphic Organizer Tool]
| style="width: 33.3333%; border-color: rgb(52, 73, 94); border-style: solid;" |
| style="width: 33.3333%; border-color: rgb(52, 73, 94); border-style: solid;" |
|}
|}
Line 73: Line 73:
! style="width: 56.6482%; height: 23px; background-color: #c2e0f4; border-style: solid;" | <span style="font-size: 14pt;" >'''Educational Justification'''</span><br>
! style="width: 56.6482%; height: 23px; background-color: #c2e0f4; border-style: solid;" | <span style="font-size: 14pt;" >'''Educational Justification'''</span><br>
|- style="height: 27px;"  
|- style="height: 27px;"  
| style="width: 16.1022%; height: 27px;" | [https://www.classroomexplorations.org/wiki/images/d/dd/EnduringIssueEssay1-1.pdf Enduring Issue Essay #1]&nbsp;
| style="width: 16.1022%; height: 27px;" | [https://www.lessonresources.org/wiki/images/d/dd/EnduringIssueEssay1-1.pdf Enduring Issue Essay #1]&nbsp;
| style="width: 12.5921%;" | <span style="font-size: 14pt; font-family: georgia, palatino;" >Nov/Dec</span><br>
| style="width: 12.5921%;" | <span style="font-size: 14pt; font-family: georgia, palatino;" >Nov/Dec</span><br>
| style="width: 14.6574%; text-align: left; vertical-align: top;" |
| style="width: 14.6574%; text-align: left; vertical-align: top;" |
*[https://www.classroomexplorations.org/wiki/index.php/Global_History_%26_Geography_II_-_Contextualization Contextualization]<br>
*[https://www.lessonresources.org/wiki/index.php/Global_History_%26_Geography_II_-_Contextualization Contextualization]<br>
*[https://www.classroomexplorations.org/wiki/index.php/Global_History_%26_Geography_II_-_Periodization Periodization]
*[https://www.lessonresources.org/wiki/index.php/Global_History_%26_Geography_II_-_Periodization Periodization]
*[https://www.classroomexplorations.org/wiki/index.php/Global_History_%26_Geography_II_-_Sourcing Sourcing]
*[https://www.lessonresources.org/wiki/index.php/Global_History_%26_Geography_II_-_Sourcing Sourcing]
*[https://www.classroomexplorations.org/wiki/index.php/Global_History_%26_Geography_II_-_Comparative_Analysis Comparative Analysis]
*[https://www.lessonresources.org/wiki/index.php/Global_History_%26_Geography_II_-_Comparative_Analysis Comparative Analysis]
| style="width: 56.6482%; height: 27px;" | These documents encompass ideas and concepts during the 17th, 18th centuries and their application in societies. Students will have only one graphic organizer as a document and all of the other documents are text-based. Students will have learned these ideas and concepts by the suggested Time Frame indicated. <br>
| style="width: 56.6482%; height: 27px;" | These documents encompass ideas and concepts during the 17th, 18th centuries and their application in societies. Students will have only one graphic organizer as a document and all of the other documents are text-based. Students will have learned these ideas and concepts by the suggested Time Frame indicated. <br>
|- style="height: 27px;"  
|- style="height: 27px;"  
| style="width: 16.1022%; height: 27px;" | [http://www.classroomexplorations.org/wiki/images/c/c9/EnduringIssueEssay2.pdf Enduring Issue Essay #2]&nbsp;
| style="width: 16.1022%; height: 27px;" | [http://www.lessonresources.org/wiki/images/c/c9/EnduringIssueEssay2.pdf Enduring Issue Essay #2]&nbsp;
| style="width: 12.5921%;" | <span style="font-size: 14pt; font-family: georgia, palatino;" >Dec/Jan</span><br>
| style="width: 12.5921%;" | <span style="font-size: 14pt; font-family: georgia, palatino;" >Dec/Jan</span><br>
| style="width: 14.6574%; text-align: left; vertical-align: top;" |
| style="width: 14.6574%; text-align: left; vertical-align: top;" |
*[https://www.classroomexplorations.org/wiki/index.php/Global_History_%26_Geography_II_-_Contextualization Contextualization]<br>
*[https://www.lessonresources.org/wiki/index.php/Global_History_%26_Geography_II_-_Contextualization Contextualization]<br>
*[https://www.classroomexplorations.org/wiki/index.php/Global_History_%26_Geography_II_-_Periodization Periodization]
*[https://www.lessonresources.org/wiki/index.php/Global_History_%26_Geography_II_-_Periodization Periodization]
*[https://www.classroomexplorations.org/wiki/index.php/Global_History_%26_Geography_II_-_Sourcing Sourcing]
*[https://www.lessonresources.org/wiki/index.php/Global_History_%26_Geography_II_-_Sourcing Sourcing]
*[https://www.classroomexplorations.org/wiki/index.php/Global_History_%26_Geography_II_-_Comparative_Analysis Comparative Analysis]
*[https://www.lessonresources.org/wiki/index.php/Global_History_%26_Geography_II_-_Comparative_Analysis Comparative Analysis]
*[[Map Skills|Map Analysis]]
*[[Map Skills|Map Analysis]]
| style="width: 56.6482%; height: 27px;" | These documents encompass ideas, inventions, concepts during the late 18th and 19th centuries. Students will have two illustrations (images) as a document, a map, and all of the other documents are text-based.Students will have learned these specific ideas, inventions, and concepts by the suggested Time Frame indicated.<br>
| style="width: 56.6482%; height: 27px;" | These documents encompass ideas, inventions, concepts during the late 18th and 19th centuries. Students will have two illustrations (images) as a document, a map, and all of the other documents are text-based.Students will have learned these specific ideas, inventions, and concepts by the suggested Time Frame indicated.<br>
|- style="height: 27px;"  
|- style="height: 27px;"  
| style="width: 16.1022%; height: 27px;" | [http://www.classroomexplorations.org/wiki/images/b/b2/EnduringiIssueEssay3.pdf Enduring Issue Essay #3]
| style="width: 16.1022%; height: 27px;" | [http://www.lessonresources.org/wiki/images/b/b2/EnduringiIssueEssay3.pdf Enduring Issue Essay #3]
| style="width: 12.5921%;" | <span style="font-size: 14pt; font-family: georgia, palatino;" >Feb/Mar/Apr</span><br>
| style="width: 12.5921%;" | <span style="font-size: 14pt; font-family: georgia, palatino;" >Feb/Mar/Apr</span><br>
| style="width: 14.6574%; text-align: left; vertical-align: top;" |
| style="width: 14.6574%; text-align: left; vertical-align: top;" |
*[https://www.classroomexplorations.org/wiki/index.php/Global_History_%26_Geography_II_-_Contextualization Contextualization]<br>
*[https://www.lessonresources.org/wiki/index.php/Global_History_%26_Geography_II_-_Contextualization Contextualization]<br>
*[https://www.classroomexplorations.org/wiki/index.php/Global_History_%26_Geography_II_-_Periodization Periodization]
*[https://www.lessonresources.org/wiki/index.php/Global_History_%26_Geography_II_-_Periodization Periodization]
*[https://www.classroomexplorations.org/wiki/index.php/Global_History_%26_Geography_II_-_Sourcing Sourcing]
*[https://www.lessonresources.org/wiki/index.php/Global_History_%26_Geography_II_-_Sourcing Sourcing]
*[https://www.classroomexplorations.org/wiki/index.php/Global_History_%26_Geography_II_-_Comparative_Analysis Comparative Analysis]
*[https://www.lessonresources.org/wiki/index.php/Global_History_%26_Geography_II_-_Comparative_Analysis Comparative Analysis]
*[[Map Skills|Map Analysis]]
*[[Map Skills|Map Analysis]]
| style="width: 56.6482%; height: 27px;" |
| style="width: 56.6482%; height: 27px;" |
These documents encompass maps of the concepts associated with the late 19th century and the 20th century. Students will have only maps for this activity. Students might struggle with the interpretation of maps, so, prior knowledge,and/or a map interpretation lesson(s), might be helpful before this essay is given. Students will have learned these specific ideas, and concepts by the suggested Time Frame indicated.
These documents encompass maps of the concepts associated with the late 19th century and the 20th century. Students will have only maps for this activity. Students might struggle with the interpretation of maps, so, prior knowledge,and/or a map interpretation lesson(s), might be helpful before this essay is given. Students will have learned these specific ideas, and concepts by the suggested Time Frame indicated.
|-  
|-  
| style="width: 16.1022%;" | [https://www.classroomexplorations.org/wiki/images/7/7a/EnduringiIssueEssay4.pdf Enduring Issue Essay #4]<br>
| style="width: 16.1022%;" | [https://www.lessonresources.org/wiki/images/7/7a/EnduringiIssueEssay4.pdf Enduring Issue Essay #4]<br>
| style="width: 12.5921%;" | <span style="font-size: 14pt; font-family: georgia, palatino;" >Apr/May</span>
| style="width: 12.5921%;" | <span style="font-size: 14pt; font-family: georgia, palatino;" >Apr/May</span>
| style="width: 14.6574%; text-align: left; vertical-align: top;" |
| style="width: 14.6574%; text-align: left; vertical-align: top;" |
*[https://www.classroomexplorations.org/wiki/index.php/Global_History_%26_Geography_II_-_Contextualization Contextualization]<br>
*[https://www.lessonresources.org/wiki/index.php/Global_History_%26_Geography_II_-_Contextualization Contextualization]<br>
*[https://www.classroomexplorations.org/wiki/index.php/Global_History_%26_Geography_II_-_Periodization Periodization]
*[https://www.lessonresources.org/wiki/index.php/Global_History_%26_Geography_II_-_Periodization Periodization]
*[https://www.classroomexplorations.org/wiki/index.php/Global_History_%26_Geography_II_-_Sourcing Sourcing]
*[https://www.lessonresources.org/wiki/index.php/Global_History_%26_Geography_II_-_Sourcing Sourcing]
*[https://www.classroomexplorations.org/wiki/index.php/Global_History_%26_Geography_II_-_Comparative_Analysis Comparative Analysis]
*[https://www.lessonresources.org/wiki/index.php/Global_History_%26_Geography_II_-_Comparative_Analysis Comparative Analysis]
*Political Cartoon Analysis<br>
*Political Cartoon Analysis<br>
| style="width: 56.6482%;" | These documents encompass political cartoons of the concepts associated with the late 20th century. Students will have only political cartoons for this activity. Students might struggle with the interpretation of political cartoons, so, prior knowledge,and/or a political cartoon interpretation lesson(s), might be helpful before this essay is given. Students will have learned these specific ideas, and concepts by the suggested Time Frame indicated.
| style="width: 56.6482%;" | These documents encompass political cartoons of the concepts associated with the late 20th century. Students will have only political cartoons for this activity. Students might struggle with the interpretation of political cartoons, so, prior knowledge,and/or a political cartoon interpretation lesson(s), might be helpful before this essay is given. Students will have learned these specific ideas, and concepts by the suggested Time Frame indicated.
Line 126: Line 126:
| style="width: 11.8581%; height: 27px;" | '''2019'''<br>
| style="width: 11.8581%; height: 27px;" | '''2019'''<br>
| style="width: 12.4674%; height: 27px;" | '''June'''<br>
| style="width: 12.4674%; height: 27px;" | '''June'''<br>
| style="width: 23.6075%; height: 27px;" | [https://www.classroomexplorations.org/wiki/images/4/4b/NYSRegentsJun2019EnduringIssueEssay.pdf Enduring Issue Essay Jun 2019]
| style="width: 23.6075%; height: 27px;" | [https://www.lessonresources.org/wiki/images/4/4b/NYSRegentsJun2019EnduringIssueEssay.pdf Enduring Issue Essay Jun 2019]
| style="width: 52.067%; height: 27px;" | '''First exam in new Global II format'''<br>
| style="width: 52.067%; height: 27px;" | '''First exam in new Global II format'''<br>
|- style="height: 23px;"  
|- style="height: 23px;"  
| style="width: 11.8581%; height: 23px;" | '''2019'''<br>
| style="width: 11.8581%; height: 23px;" | '''2019'''<br>
| style="width: 12.4674%; height: 23px;" | '''August'''<br>
| style="width: 12.4674%; height: 23px;" | '''August'''<br>
| style="width: 23.6075%; height: 23px;" | [https://www.classroomexplorations.org/wiki/images/c/c9/NYSRegentsJan2020EnduringIssueEssay.pdf Enduring Issue Essay Jan 2020]
| style="width: 23.6075%; height: 23px;" | [https://www.lessonresources.org/wiki/images/c/c9/NYSRegentsJan2020EnduringIssueEssay.pdf Enduring Issue Essay Jan 2020]
| style="width: 52.067%; height: 23px;" |
| style="width: 52.067%; height: 23px;" |
<br>
<br>
Line 138: Line 138:
| style="width: 12.4674%; height: 23px;" | '''June'''<br>
| style="width: 12.4674%; height: 23px;" | '''June'''<br>
| style="width: 23.6075%; height: 23px;" |
| style="width: 23.6075%; height: 23px;" |
[https://www.classroomexplorations.org/wiki/images/a/a7/NYSRegentsJun2022EnduringIssueEssay.pdf Enduring Issue Essay Jun 2022]
[https://www.lessonresources.org/wiki/images/a/a7/NYSRegentsJun2022EnduringIssueEssay.pdf Enduring Issue Essay Jun 2022]
| style="width: 52.067%; height: 23px;" | '''First exam post-Covid19 Pandemic'''<br>
| style="width: 52.067%; height: 23px;" | '''First exam post-Covid19 Pandemic'''<br>
|- style="height: 23px;"  
|- style="height: 23px;"  
| style="width: 11.8581%; height: 23px;" | '''2022'''<br>
| style="width: 11.8581%; height: 23px;" | '''2022'''<br>
| style="width: 12.4674%; height: 23px;" | '''August'''<br>
| style="width: 12.4674%; height: 23px;" | '''August'''<br>
| style="width: 23.6075%; height: 23px;" | [https://www.classroomexplorations.org/wiki/images/b/b4/NYSRegentsAug2022EnduringIssueEssay.pdf Enduring Issue Essay Aug 2022]
| style="width: 23.6075%; height: 23px;" | [https://www.lessonresources.org/wiki/images/b/b4/NYSRegentsAug2022EnduringIssueEssay.pdf Enduring Issue Essay Aug 2022]
| style="width: 52.067%; height: 23px;" |
| style="width: 52.067%; height: 23px;" |
<br>
<br>
Line 149: Line 149:
| style="width: 11.8581%; height: 23px;" | '''2023'''<br>
| style="width: 11.8581%; height: 23px;" | '''2023'''<br>
| style="width: 12.4674%; height: 23px;" | '''January'''<br>
| style="width: 12.4674%; height: 23px;" | '''January'''<br>
| style="width: 23.6075%; height: 23px;" | [https://www.classroomexplorations.org/wiki/images/6/60/NYSRegentsJan2023EnduringIssueEssay.pdf Enduring Issue Essay Jan 2023]
| style="width: 23.6075%; height: 23px;" | [https://www.lessonresources.org/wiki/images/6/60/NYSRegentsJan2023EnduringIssueEssay.pdf Enduring Issue Essay Jan 2023]
| style="width: 52.067%; height: 23px;" | '''&nbsp;First January exam post-Covid19 Pandemic'''<br>
| style="width: 52.067%; height: 23px;" | '''&nbsp;First January exam post-Covid19 Pandemic'''<br>
|- style="height: 27px;"  
|- style="height: 27px;"  
| style="width: 11.8581%; height: 27px;" | '''2023'''<br>
| style="width: 11.8581%; height: 27px;" | '''2023'''<br>
| style="width: 12.4674%; height: 27px;" | '''June'''<br>
| style="width: 12.4674%; height: 27px;" | '''June'''<br>
| style="width: 23.6075%; height: 27px;" | [https://www.classroomexplorations.org/wiki/images/5/57/NYSRegentsJun2023EnduringIssueEssay.pdf Enduring Issue Essay Jun 2023]
| style="width: 23.6075%; height: 27px;" | [https://www.lessonresources.org/wiki/images/5/57/NYSRegentsJun2023EnduringIssueEssay.pdf Enduring Issue Essay Jun 2023]
| style="width: 52.067%; height: 27px;" |
| style="width: 52.067%; height: 27px;" |
<br>
<br>

Revision as of 10:20, 11 November 2023


An enduring issue is any problem or situation that has existed across many time periods in history. It can also be an event that affected people or was affected by people at the time and into the future.   

An enduring issue is one that many individuals or groups have attempted to address with varying degrees of success. In the essay, identify and define an enduring issue raised by this set of documents. Lastly,by using evidence from the documents, argue why the issue selected is significant and how it has endured across time. The Enduring Issue Guide and Writing Workshop below will assist students in writing the Enduring Issue Essay.

The Basics - Identify and Define an Enduring Issue

Detailed Examples of Enduring Issues


How to Identify and Define an Enduring Issue

The Identification chart consolidates the Enduring Issues into four (4) main categories as comparisons. They are;

  • Exploitation vs.Human Rights
  • Hegemony vs. Human Agency
  • Scarcity vs. Technology
  • Inequality vs. Strive for Equality

Definitions are provide in the chart. 


Writing Workshop
Student Writing Guides
 Student Graphic Organizers
 Scoring Rubric & Checklist
Teacher Created Essays

The Teacher Created Essays are designed for practicing the Enduring Issue Essay. All of the essay documents are designed to practice specific skills and for assessment of those specific skills. For a full listing of Historian Skills needed for writing this essay please use our Historian Skills page.

Essay

Suggested
Time Frame

Skills Assessed

 Educational Justification
Enduring Issue Essay #1  Nov/Dec
 These documents encompass ideas and concepts during the 17th, 18th centuries and their application in societies. Students will have only one graphic organizer as a document and all of the other documents are text-based. Students will have learned these ideas and concepts by the suggested Time Frame indicated.
Enduring Issue Essay #2  Dec/Jan
 These documents encompass ideas, inventions, concepts during the late 18th and 19th centuries. Students will have two illustrations (images) as a document, a map, and all of the other documents are text-based.Students will have learned these specific ideas, inventions, and concepts by the suggested Time Frame indicated.
Enduring Issue Essay #3 Feb/Mar/Apr

These documents encompass maps of the concepts associated with the late 19th century and the 20th century. Students will have only maps for this activity. Students might struggle with the interpretation of maps, so, prior knowledge,and/or a map interpretation lesson(s), might be helpful before this essay is given. Students will have learned these specific ideas, and concepts by the suggested Time Frame indicated.

Enduring Issue Essay #4
 Apr/May These documents encompass political cartoons of the concepts associated with the late 20th century. Students will have only political cartoons for this activity. Students might struggle with the interpretation of political cartoons, so, prior knowledge,and/or a political cartoon interpretation lesson(s), might be helpful before this essay is given. Students will have learned these specific ideas, and concepts by the suggested Time Frame indicated.
New York State Regents Exams (Enduring Issue Essays Only)
Year
 Month
 Essay
 Notes
2019
 June
 Enduring Issue Essay Jun 2019 First exam in new Global II format
2019
 August
 Enduring Issue Essay Jan 2020


2022
 June

Enduring Issue Essay Jun 2022

First exam post-Covid19 Pandemic
2022
 August
 Enduring Issue Essay Aug 2022


2023
 January
 Enduring Issue Essay Jan 2023  First January exam post-Covid19 Pandemic
2023
 June
 Enduring Issue Essay Jun 2023



Retrieved from "https://www.lessonresources.org/wiki/index.php?title=Enduring_Issues_Essay_Writing&oldid=26871"