CONNECTINGHSA GOVERNMENT, DISCIPLINARY LITERACY AND COLLEGE, CAREER

AND CIVIC LIFE (C3)

2

Government HSA Reinstatement – Graduation Requirement

Assumes these students graduated in 4-years

Public release test (SRs/CRs) that reflects new test format will be available on mdk12.org and PearsonAccess.com before start of 2013/14 school year

Measures Core Learning Goals (CLGs)

Measures same subscore categories with the same number of score points• Goal 1 Expectation 1: US Government Structure, Functions & Principles• Goal 1 Expectation 2: Protecting Rights & Maintaining Order• Goal 2 Expectation 1 & 2: Systems of Government & US Foreign Policy• Goal 3 Expectation 1: Impact of Geography on Governmental Policy• Goal 4 Expectation 1: Economic Principles, Institutions & Processes

Government HSA (2013/14 - Forward)

School YearOctober Admin

January Admin

Senior Admin

May Admin

Summer Admin

2013-14    

2014-15   2015-16

and beyond

3

Government HSA will include both Selected Response (SR) and Constructed Response (CR) items

CR items will be like previous Brief Constructed Response (BCR) items

There will be no Extended Constructed Response (ECR) items

The Government HSA 4-point rubric previously used will again be used to score the CR items

There will be a total of 81 items on a test form 67 items will contribute to the test score and 14 field test items, not contributing to the score, will be embedded in each test form

There will be multiple forms administered each test administration

Government HSA (2013/14 - Forward)

4

SAMPLE CR

Read the quotation below and use it to answer the CONSTRUCTED RESPONSE that follows.

“It usually takes a hundred years to make a law, and then after it has done its work, it usually takes a hundred years to get rid of it.” —Henry Ward Beecher

Do you agree or disagree with this quote about the law-making process in the United States?

How could the law-making process be improved? Explain your answer.

Include details and examples to support your answer.

Write your answer on the lines in your Answer Book.

Government HSA (2013/14 - Forward)

5

2013 Government HSA Public Release Schedule

July 2013 mdk12.org

pdf of test form “mini tests” of subscore category item sets individual items SR answer key CR rubric Sample CR student responses and scoring annotations

PearsonAccess.com ePAT test form (downloadable ePAT software) SR answer key can generate print out of student SR and CR responses with

SRs scored

August 2013 PearsonAccess.com

TestNav Training Center test form Simulates 7.5 TestNav test environment No seal codes in practice test Both non-audio and audio test form version available

6

7

• ePAT Web-based application Accessible to LEAs and Parents via ePAT tab of website Can Print student Responses including Government HSA CR

responses

8

PearsonAccess Training Center Practice Tests

Accessible to LEAs via the Training Center tab of website Cannot print or save student responses Includes audio versions of the HSA and ModHSA Tests

Mini-Tests by Subscore

S.C. p. 11

Government H.S.A.

C. Protecting Rights and Maintaining Order5. The student will analyze elements, proceedings, and decisions related to criminal and civil law (1.2.5).Assessment Limits:Compare and contrast the elements, proceedings and decisions in civil and criminal law.Civil law: plaintiff, defendant, contract, breach of contract, torts (lawsuits involving negligence), damages, preponderance of evidence, petit jury, and out-of-court settlements.Criminal law: defendant, prosecutor, reasonable doubt, felony, misdemeanor, grand jury, indictment, probable cause, presumption of innocence, plea bargaining, writ of habeas corpus, and subpoenaa.Describe the role of the courts in settling disputes between individualsb.Analyze alternatives to litigation in the United States legal system for maintaining order and resolving conflicts including out-of-court settlements, arbitration and mediationc.Identify the elements of civil law including: plaintiff, defendant, contract, breach of contract, torts, damages, preponderance of evidence, petit juryd.Identify the elements of criminal law including: defendant, prosecutor, reasonable doubt, felony, misdemeanor, grand jury, indictment, probable cause, presumption of innocence, plea bargaining, writ of habeas corpus, subpoenae.Compare the proceedings of civil and criminal cases including: grand jury, petit jury, indictment, standards of proof (beyond a reasonable doubt and preponderance of the evidence), plea bargaining, probable cause, writ of habeas corpus, and subpoena (Unit 5)

State CurriculumHigh School Government

1.0 CONTENT STANDARD: POLITICAL SCIENCE – Students will understand the historical development and current status of the fundamental concepts of authority, power, and influence, with particular emphasis on the democratic skills and attitudes necessary to become responsible citizens.

CLG Expectation 1.2 The student will evaluate how the United States government has maintained a balance between protecting rights and maintaining order

C.L.G. Indicator

The student will evaluate how the principles of government assist or

impede the functioning of government (1.1.2)

S.C. Objecti

ves

C.L.G. Assessment Limits

H.S.A. GOVERNMENT ONLINE CURRICULUM UNITS

1. Political and Economic Structures

2. Principles of Government and the Constitution

3. Legislative Branch4. Executive Branch5. Judicial Branch6. Domestic and Foreign Policy 7. Participation in Government

CLG TOOLKIT: GOVERNMENT Can be found at

http://www.mdk12.org/instruction/curriculum/toolkit/index.html

Currently contains public release items and sample annotated student responses to CR’s that have been organized by indicator

Additional resources will be added to the Toolkit in the future.

The Student Government Online Course is now available on the new Blackboard site at:

https://msde.blackboard.com

What makes an effective assessment of knowledge and skills?

14

What do you know about College, Career, and Civic Life (C3) A State Framework for Social Studies?

http://www.socialstudies.org/system/files/c3/C3-Framework-for-Social-Studies.pdf

15

What is your understanding of Disciplinary Literacy (DL)?

16

TAKE A FEW MINUTES TO READ THE ARTICLE

“Beyond the Bubble in History/Social Studies

Assessment”

17

COGNITIVE LEVELS Low

Knowledge: define, identify, quote, recall, list Comprehension: compare, describe

Medium Analysis: explain, summarize, construct, cause

and effect High

Synthesis: arrange, create, plan Evaluation: judge, grade, weigh, evaluate,

assess

2004 #52

2004 #52

3.1.2; 2003 #431.2.3; 2005 #13

1.2.5; 2004 #2

1.2.3; 2001 #150

FORMAT FOR A CONSTRUCTED RESPONSE QUESTION

Read the information below and use it to complete the CONSTRUCTED RESPONSE that follows.

Directly ask students for information or an explanation.

Ask a higher-level cognitive question. Remind students to “Include details and

examples to support your answer.”

Stimulus

Read the excerpt below and use it to complete the BRIEF CONSTRUCTED RESPONSE that follows. 

Any person aggrieved [treated unjustly] by a decision of a historic district commission . . . may appeal the decision in the manner provided for an appeal from the decision of the zoning board. . . .

—Maryland Statues, Land Use, Sec. 8.15

 

• Describe how the excerpt shows the concept of due process. • Explain the importance of due process to a democratic society. • Include details and examples to support your answer. Write your answer on the lines in your Answer Book.

#51131

Look at the cartoon below.

Which of these issues is most closely related to the cartoon?A the cost of home ownershipB the safety of construction worksitesC the amount of money made by countiesD the difficulty of preserving open land space  

Copyright© 2000, The Washington Post Writers Group. Reprinted with permission.

CR EXAMPLE

Read the excerpt below.

“[neither] students or teachers shed their constitutional rights of freedom of speech or expression at the school house gate.”

–Tinker v. Des Moines School District

Explain how the point of view expressed in the excerpt above could conflict with the functioning of a school. 

Do you agree or disagree with the position taken in this excerpt? Explain. 

Include details and examples to support your answer. 

24

Describe how the Supreme Court’s decision may affect individual rights. Explain whether the government should have the authority to seize

private property for what it considers “public good?” Include details and examples to support your answer.

Lawmakers in Congress are attempting to weaken the effect of a 2006 US Supreme Court decision that said local governments can seize people’s homes to make way for shopping malls and other private development.

Study the political cartoon and read the information below and use them to answer the BRIEF CONSTRUCTED RESPONSE that follows .

V 34

• Describe what advantages and disadvantages are associated with solving the problem depicted in the cartoon.

•What problems would lawmakers most likely face in attempting to solve this situation?

•Include details and examples to support your answer.

Turn to a partner and discuss cognitive levels of these items.

With which of these items would your students struggle most?

27

Disciplinary Literacy is the use of discipline-specific practices to access, apply, and communicate content knowledge.  

WHY DISCIPLINARY LITERACY?

Ways of thinkingLanguage and vocabularyTypes of text to comprehend

Ways of communicating in writing

SHIFTS IN ASSESSMENT

30

Writing from a personal perspective

Teacher interpreting text

Reading mostly narrative

Identifying facts Using a single text to

convey information

Evidence based responses

Students doing “the work”

Increased close reading of informational text

Using discipline-specific reading strategies

Analyzing and synthesizing information

Assessing multiple sources of information

Moving from… Moving to…

SOCIAL STUDIES BEFORE COMMON CORE

The Allied and Associated Governments affirm and Germany accepts the responsibility of Germany and her allies for causing all the loss and damage to which the Allied and Associated Governments and their nationals have been subjected as a consequence of the war imposed upon them by the aggression of Germany and her allies.

The Allied and Associated Governments, however, require, and Germany undertakes, that she will make compensation for all damage done to the civilian population of the Allied and Associated Powers and to their property during the period of the belligerency of each as an Allied or Associated Power against Germany by such aggression by land, by sea and from the air, and in general all damage as defined in Annex l hereto.  Resource: Treaty of Versailles, Articles 231 and 232 (1919)

Before Common Core The Treaty of Versailles blamed Germany solely for WWI and insisted that Germany pay massive reparations for the damage caused during the war. Write a five-paragraph essay explaining Germany’s role in starting the war.

SOCIAL STUDIES WITH COMMON CORE

There must be justice for the dead and wounded and for those who have been orphaned and bereaved that Europe might be freed from Prussian despotism. There must be justice for the peoples who now stagger under war debts which exceed £30,000,000,000 that liberty might be saved. There must be justice for those millions whose homes and land, ships and property German savagery has spoliated and destroyed.

Resource: Georges Clemenceau, speech at Paris Peace Conference (1919)

Common Core After analyzing multiple primary source reactions to the Treaty of Versailles, write an argumentative text that evaluates whether the imposition of war reparations on Germany was the best course of action following WWI. Cite evidence from the sources to support your claim, and refute counterclaims.

The Treaty includes no provision for the economic rehabilitation of Europe - nothing to make the defeated Central Powers into good neighbours, nothing to stabilise the new States of Europe, nothing to reclaim Russia; nor does it promote in any way a compact of economic solidarity amongst the Allies themselves; no arrangement was reached at Paris for restoring the disordered finances of France and Italy, or to adjust the systems of the Old World and the New.

Resource: John Maynard Keynes, The Economic Consequences of Peace (1920)

VISION DOCUMENTWhat would you say are the objectives of the new

Social Studies framework?

a) enhance the rigor of the social studies disciplines

b) build critical thinking, problem solving, and participatory skills to become engaged citizens

c) align academic programs to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies.

What are the Objectives of C3?

34

35

HOW DOES C3 FIT INTO THE CURRICULUM, INSTRUCTION AND

ASSESSMENT?