Connecting HSA Government, Disciplinary Literacy and College, Career and Civic Life (C3)

1. ConnectingHSA Government, Disciplinary Literacy and College, Career and Civic Life (C3)

2. Government HSA Reinstatement – Graduation Requirement Assumes these students graduated in 4-years

3. Government HSA (2013/14 - Forward) • 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

4. Government HSA (2013/14 - Forward) • 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

5. Government HSA (2013/14 - Forward) • 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.

6. 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

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

9. Mini-Tests by Subscore

10. State Curriculum High 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 S.C. p. 11

11. C.L.G. Indicator C.L.G. Assessment Limits The student will evaluate how the principles of government assist or impede the functioning of government (1.1.2) S.C. Objectives

12. H.S.A. Government Online Curriculum Units Political and Economic Structures Principles of Government and the Constitution Legislative Branch Executive Branch Judicial Branch Domestic and Foreign Policy Participation in Government

13. 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

14. What makes an effective assessment of knowledge and skills?

15. 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

16. What is your understanding of Disciplinary Literacy (DL)?

17. Take a few minutes to read the article “Beyond the Bubble in History/Social Studies Assessment”

18. 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

19. 2004 #52 2004 #52

20. 1.2.3;2005 #13 3.1.2; 2003 #43 1.2.3;2001 #150 1.2.5;2004 #2

21. 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

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

23. #51131 Look at the cartoon below. Which of these issues is most closely related to the cartoon? A the cost of home ownership B the safety of construction worksites C the amount of money made by counties D the difficulty of preserving open land space

24. 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.

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

26. 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.

27. Turn to a partner and discuss cognitive levels of these items. • With which of these items would your students struggle most?

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

29. Why Disciplinary Literacy? • Ways of thinking • Language and vocabulary • Types of text to comprehend • Ways of communicating in writing

30. Shifts in Assessment Moving from… Moving to… • 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

31. 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.

32. 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) 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) 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.

33. Vision Document What would you say are the objectives of the new Social Studies framework?

34. What are the Objectives of C3? a) enhance the rigor of the social studies disciplines • build critical thinking, problem solving, and participatory skills to become engaged citizens • align academic programs to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies.

36. How Does C3 fit into the curriculum, instruction and assessment?