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

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ConnectingHSA Government, Disciplinary Literacy
and College, Career and Civic Life (C3)
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Government HSA Reinstatement Graduation
Requirement
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Government HSA (2013/14 - Forward)
School Year October Admin January Admin Senior Admin May Admin Summer Admin
2013-14   P   P P
2014-15 P P   P P
2015-16 and beyond P P P P P

• 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

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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

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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.

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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

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

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• 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

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Mini-Tests by Subscore
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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

Government H.S.A.
C. Protecting Rights and Maintaining Order 5. 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 subpoena Describe the role of the courts in settling disputes between individuals Analyze alternatives to litigation in the United States legal system for maintaining order and resolving conflicts including out-of-court settlements, arbitration and mediation Identify the elements of civil law including plaintiff, defendant, contract, breach of contract, torts, damages, preponderance of evidence, petit jury 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, subpoena 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)
S.C. p. 11
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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
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H.S.A. Government Online Curriculum Units

1. Political and Economic Structures
2. Principles of Government and the Constitution
3. Legislative Branch
4. Executive Branch
5. Judicial Branch
6. Domestic and Foreign Policy
7. Participation in Government

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CLG Toolkit Government

• Can be found at http//www.mdk12.org/instruction/c
  urriculum/toolkit/index.html
• Currently contains public release items and
  sample annotated student responses to CRs 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

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• What makes an effective assessment of knowledge
  and skills?

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• 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-Fr
  amework-for-Social-Studies.pdf

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• What is your understanding of Disciplinary
  Literacy (DL)?

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Take a few minutes to read the article

• Beyond the Bubble in History/Social Studies
  Assessment

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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

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2004 52
2004 52
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1.2.3 2005 13
3.1.2 2003 43
1.2.3 2001 150
1.2.5 2004 2
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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
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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.
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51131
Look at the cartoon below. Whi
ch 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    
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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. 

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Study the political cartoon and read the
information below and use them to answer the
BRIEF CONSTRUCTED RESPONSE that follows .
Lawmakers in Congress are attempting to weaken
the effect of a 2006 US Supreme Court decision
that said local governments can seize peoples
homes to make way for shopping malls and other
private development.

• Describe how the Supreme Courts 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.

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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.

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

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

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Why Disciplinary Literacy?

• Ways of thinking
• Language and vocabulary
• Types of text to comprehend
• Ways of communicating in writing

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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

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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.
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• 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 Germanys role in starting the
war.
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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.
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Vision Document

• What would you say are the objectives of the new
  Social Studies framework?

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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.

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