MYP 2

Formative
Assessment
Civil-Protest

Individuals & Societies

Assessed Criteria:
A: Knowing and Understanding (i,ii)
C: Communicating (i,ii)
D: Thinking Critically (i,ii,iv)
 1. What sort of discrimination did Martin Luther King fight against?

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2. How did Martin Luther King react on Rosa Parks, an African American woman who
refused to surrender her bus seat to a white passenger, and as a result she was arrested for
violating the city’s segregation law. 

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3. What was the name of the famous speech of Martin Luther King? What was its importance?
What were his dreams?

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4. What did Martin Luther King, Jr. study?

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 5. Analyze the following images from the civil rights protests in the 1960s

(1) (2)

(3) (4)

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 6. How was Malcolm X early life? Explain
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7. What was a turning point in Malcolm`s education journey that caused dropping his
school?

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8. “If you don’t take this kind of stand, your little children will grow up and look at you and think
“shame.” If you don’t take an uncompromising stand, I don’t mean go out and get violent; but at the
same time you should never be nonviolent unless you run into some nonviolence. I’m nonviolent with
those who are nonviolent with me. But when you drop that violence on me, then you’ve made me go
insane, and I’m not responsible for what I do. And that’s the way every Negro should get . . . This is
what is meant by equality. What’s good for the goose is good is good for the gander” “So it’s time in
1964 to wake up . . . let them know your eyes are open too. It’s got to be the ballot or the bullet”

What do you call this type of speech? Who said this statement? Explain it (How do you
describe this speech to be)?

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9. Compare between Martin Luther King and Malcolm X

 Martin Luther King Malcolm X
Education

Religion

Beliefs

Other

Good Luck!

Criterion A: Knowing and Understanding

You are assessed on: Command terms:

i. your use of terminology Use: Apply knowledge or rules to put theory into practice
ii. your knowledge and Demonstrate: Make clear by reasoning or evidence, illustrating with
 understanding examples or practical application.
Describe: Give a detailed account or picture of a situation, event,
pattern, or process
Explain:  Give a detailed account including reasons or causes.

Year 3 Task-Specific Clarification

1-2 i. makes limited use of terminology i. Uses words in a way that

Missed the ii. demonstrates basic knowledge and does not indicate an
Mark understanding of content and concepts through understanding of the meaning
Limited limited descriptions and/or examples. or does not use the target
Basic vocabulary
ii. Knowledge is stated simply
without detail

3-4 i. uses some terminology accurately i. Uses some target words in a

On Your Way ii. demonstrates satisfactory knowledge and way does reflect an accurate
Some understanding of content and concepts through understanding of the meaning.
Satisfactory satisfactory descriptions, explanations and ii. Knowledge/understanding is
examples. briefly stated simply with some
details

5-6 i. uses considerable and relevant terminology i. Uses some target words in a
Got It accurately way reflects an accurate
Considerable ii. demonstrates substantial knowledge and understanding of the meaning.
Substantial understanding of content and concepts through ii. Knowledge and
descriptions, explanations and examples. understanding are described
with details and brief
explanations.

7-8 i. consistently uses a range of terminology i. Applies target words in a

Above and accurately way reflects an accurate
Beyond ii. demonstrates excellent knowledge and understanding of the meaning.
Consistently understanding of content and concepts through ii. Knowledge and
Excellent developed and accurate descriptions, understanding are described
explanations and examples. with details, brief
explanations, and thorough
examples.

Criterion C: Communicating
 Command terms:
Document: Credit sources of information used by referencing [or citing] following a
You are assessed on how you:
recognized referencing system.  References should be included in the text and also at the
i.communicate for your given
end of a piece of work in a reference list or bibliography
audience and purpose
List: Give a sequence of brief answers with no explanation
Ii. structure information and
ideas according to task
instructions

Level Year 2 Task-Specific Clarification

1-2 i. communicates information and ideas in a i. Errors hinder communication and

Missed the way that is not always appropriate to the ideas don’t make sense
Mark audience and purpose Ii. ideas are hard to follow; disjointed
Limited Ii. organizes information and ideas in a
limited way

3-4 i.communicates information and ideas in a i. Errors may somewhat  hinder

On Your way that is somewhat appropriate to the communication
Way audience and purpose Ii. organization is not always logical,
Somewhat Ii. somewhat organizes information and ideas clear

5-6 i. communicates information and ideas in a i. Errors are barely noticeable

Got It way that is mostly appropriate to the Ii. organization is clear
Mostly audience and purpose
Ii. mostly  structures  information and ideas
according to the task instructions

7-8 i. communicates information and ideas in a i. no noticeable errors

Above and way that is completely appropriateto the Ii. organization is clear, logical, and
Beyond audience and purpose effective; ideas flow smoothly
Completely Ii.  structures  information and ideas
completely according to the task instructions

Criterion D: Thinking Critically

You are assessed on your ability to: Command terms:

i. discuss concepts, issues, models, visuals,
and theories
ii. summarize information to make valid, well-
supported arguments
iv. your ability to recognize different
perspectives and explain their implications.
Identify: Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or
feature
Summarize: Abstract a general theme or major point(s).
Suggest:: Propose a solution, hypothesis or other possible answer.
Explain: Give a detailed account including reasons or causes.
Analyze:  Break down in order to bring out the essential elements/structure; to identify parts and relationships
and to interpret information to reach conclusions
Describe: Give a detailed account or picture of a situation, event, pattern, or process
Evaluate: Make an appraisal by weighing up the strengths and limitations
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 evidence.
Synthesize: Combine different ideas in order to create new understanding
Interpret: Use knowledge and understanding to recognize trends and draw conclusions from given information

Level Year 3 Task-Specific Clarification

1-2 i. begins to analyze concepts, i. states  some main points with little to no
Missed the Mark issues, models, visuals and theories explanation
Identifies in a limited way ii. sometimes supports opinions with facts or
Simple ii. begins to identify connections examples to make simple arguments.
between information to make simple iv. shows a minimal understanding of more
arguments than one perspective
iv. identifies different perspectives

3-4 i.completes a simple analysis of i. breaks down ideas into main points with
On Your Way concepts, issues, models, visuals some explanation
Adequate and theories ii. supports opinions/arguments with a brief
Some ii. summarizes information to make summary of  facts or examples.
some adequate arguments iv. shows an understanding of different
iv. recognizes different perspectives perspectives and their implications
and suggests some of their
implications

5-6 i. completes a suitable analysis of i. breaks down ideas into main points with
Got It concepts, issues, models, visuals explanation
Usually and theories ii. supports valid arguments with a summary of
Clearly ii. summarizes information in order relevant facts or examples.
to make usually valid arguments iv. shows an understanding of different
iv. clearly recognizes different perspectives and their implications with details
perspectives and describes most of and examples
their implications

7-8 i. completes a detailed analysis of i. breaks down ideas into main points with
Above and Beyond concepts, issues, models, visuals details that explain and justify
Consistent and theories ii. supports valid arguments with an
Well-supported ii. summarizes information to  make explanationof relevant facts or examples.
consistent, well-supported iv. shows an understanding of different
arguments perspectives and their implications with
iv. clearly recognizes different explanations and examples
perspectives and consistently
explains their implications