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High School: Social Studies Classroom Based Assessments

High School: Social Studies Classroom Based Assessments . Trish Henry. Agenda. Introductions Overview Handouts Resources Scoring. 2. OSPI’s Recommendations .

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High School: Social Studies Classroom Based Assessments

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  1. High School: Social Studies Classroom Based Assessments Trish Henry

  2. Agenda Introductions Overview Handouts Resources Scoring • 2

  3. OSPI’s Recommendations One Social Studies Classroom-Based Assessment (CBA) per grade level or per social studies course (3rd-12th grade) including one Civics CBA at the 4th or 5th, 7th or 8th, and 11th or 12th grade levels. • 3

  4. Current Courses • World History: Causes of Conflict • U.S. History: Technology through the Ages (formerly Changes in Technology) • Citizenship: Checks & Balances

  5. Required Reporting – 2008-09 Online reporting form In 2008-09, districts: required to report what “assessments or other strategies” number of students who participated at the elementary, middle, and high school levels. Results from the verification report will be posted for all districts on the OSPI website. Optional surveys will also be developed to collect additional information but the results from these surveys will not be publicly reported. • 5

  6. Common Questions What help can students receive when working on a CBA? Who scores the CBAs? What does “passing a CBA” mean? How will districts have to report their use of CBAs? Next year? In the future? Where are the best places to look for CBA resources? • 6

  7. Resources • Pathfinders • Interactive Portals • Databases • Subscription • Free

  8. Mead http://www.mead354.org/page.cfm?p=423 WLMA http://www.wlma.org/cbas Resources: Pathfinders

  9. Center on Congress Congress http://congress.indiana.edu/ Martha Ballard’s 27 yr. diary- colonial times http://dohistory.org/ Magic Transcribing Lens http://dohistory.org/diary/exercises/lens/index.html (requires Java) Interactive History

  10. Controversial Issues http://www.sac.edu/students/library/nealley/websites/controversial.htm Our Documents http://www.ourdocuments.gov/index.php?flash=true& Center on Congress Congress http://congress.indiana.edu/ AMDOCS http://www.vlib.us/amdocs/ National Archives- lessons and digital artifacts http://www.archives.gov/education/ Valley of the Shadow http://valley.vcdh.virginia.edu/ UW digital collection http://content.lib.washington.edu/ Primary Sources

  11. Resources- Subscription Databases ProQuest/elibrary http://portal.bigchalk.com/portalweb/login.do Culturegrams (states, countries, multimedia) http://online.culturegrams.com/ Nettrekker (includes standards and timelines) http://school.nettrekker.com/frontdoor Sirs Online http://sks.sirs.com/cgi-bin/hst-portal-display?id=SWA1562-0-5297 Inquiry

  12. Online Databases- Media • Smithsonian http://americanhistory.si.edu/militaryhistory/exhibition/flash.html • Library of Congress http://www.loc.gov/index.html

  13. Subscription Databases- Media Video • Unitedstreaming™ • http://unitedstreaming.com • National Archives video on Google • http://video.google.com/nara.html

  14. Online Tools • Thesis Generators • Timeline Builders • Citation Creator • And more…

  15. Persuasive http://www.ozline.com/electraguide/thesis.html Action Statement http://www.powayschools.com/projects/ewe2/thesis.htm Online Thesis Builders

  16. Citations FREE • Oregon OSLIS Citation Maker • http://www.oslis.k12.or.us/secondary/index.php?page=citeSources • Citation Machine (Warlick) • http://citationmachine.net/ • Noodlebib Express • http://www.noodletools.com SUBSCRIPTION • Noodlebib • http://www.noodletools.com

  17. Graphic Organizers • Inspiration Software • Microsoft Office • ReadWriteThink • http://interactives.mped.org/view_interactive.aspx?id=127&title=

  18. Timeline Generators • http://www.teach-nology.com/web_tools/materials/bigtimeline/ • http://www.readwritethink.org/materials/timeline/

  19. Online Notes Notetaker http://interactives.mped.org/view_interactive.aspx?id=722&title= NoteStar http://notestar.4teachers.org/

  20. Scoring Practice Constitutional Issues #9 Read, score, discuss #26 Read, score, discuss Causes of Conflict #14: Read, score, discuss #16: Read, score, discuss • 21

  21. A “Proficient” Position? Clear Addresses topic or question Makes an argument Evaluates information Outlines/Previews rest of response Introduction or Conclusion Excellent = relates it to current issues or events • 22

  22. “Proficient” Background? Explains concepts or information relevant to the position (or, at least, topic/question) Concrete Detail & Commentary • 23

  23. “Proficient” Reasons and Evidence? Analyzes Information Supports Position Concrete Detail & Commentary • 24

  24. “Proficient” Sources? Cites information within text Provides enough information in text or bibliography to be able to find the specific source (i.e., author, title, etc.) • 25

  25. HS Causes of Conflict – An “Excellent” Position Position on which factor played a primary role in causing the conflict AND Draws a conclusion about how studying this conflict helps us understand the causes of specific conflicts in the world today. Sample: The competition for colonies was the factor that played the primary role in causing World War I. By understanding the role that this competition played, it is easier to understand current conflicts in the Middle East. Many of these more recent conflicts have their roots in the European nations’ struggle for colonies in the late nineteenth and early twentieth centuries. • 26

  26. HS Causes of Conflict – “Excellent” Reasons Reasons - The evidence includes: An evaluation of factors causing the conflict from three or more of the following social science perspectives: geographic political, economic, cultural, sociological, psychological An analysis of specific, relevant information from three or more primary sources. Sample: Looking at World War I reveals why the struggle for colonies was the primary factor leading to the conflict. Germany believed that its industrialization relied on the ability to have access to cheap raw materials found in Africa and Asia. They feared that Britain and France would cut them out of these markets if they did not confront these powers soon. As a result, Germany was more inclined to allow the events of 1914 lead to a major conflict because they wanted to stop French and British expansion around the world. It was the only way the Germans felt they could become a leading economic power. A statement from Kaiser Wilhelm in 19** indicates his obsession with becoming as economically powerful as the French and British… (Primary Docs in World History, 1998) • 27

  27. Continuing Help Washington Library Media Association • http://wlma.org/cbas Mead Schools CBAs • http://www.mead354.org/page.cfm?p=423

  28. Thank You! Trish Henry thenry@mead.k12.wa.us

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