High School: Social Studies Classroom Based Assessments

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High School Social Studies Classroom Based
Assessments

• Trish Henry

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Agenda

• Introductions
• Overview
• Handouts
• Resources
• Scoring

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OSPIs 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.

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Current Courses

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

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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.

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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?

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Resources

• Pathfinders
• Interactive Portals
• Databases
• Subscription
• Free

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Resources Pathfinders

• Mead
• http//www.mead354.org/page.cfm?p423
• WLMA
• http//www.wlma.org/cbas

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Interactive History

• Center on Congress Congress
• http//congress.indiana.edu/
• Martha Ballards 27 yr. diary- colonial times
• http//dohistory.org/
• Magic Transcribing Lens
• http//dohistory.org/diary/exercises/lens/index.ht
  ml (requires Java)

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Primary Sources

• 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/

• Controversial Issues
• http//www.sac.edu/students/library/nealley/websit
  es/controversial.htm
• Our Documents
• http//www.ourdocuments.gov/index.php?flashtrue
• Center on Congress Congress
• http//congress.indiana.edu/
• AMDOCS
• http//www.vlib.us/amdocs/

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History Internet Portals

• Digital History
• http//www.digitalhistory.uh.edu/
• American Revolution (NPS)
• http//www.nps.gov/revwar/
• History Channel
• http//historychannel.com
• History Matters
• http//historymatters.gmu.edu/
• Center for History and New Media
• http//chnm.gmu.edu
• American Memory- Library of Congress
• http//memory.loc.gov/ammem/

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Resources- Subscription Databases

• ProQuest/elibrary http//portal.bigchalk.com/p
  ortalweb/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
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Online Databases- Media

• Smithsonian
• http//americanhistory.si.edu/militaryhistory/exhi
  bition/flash.html
• Library of Congress
• http//www.loc.gov/index.html

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Subscription Databases- Media

• Video
• Unitedstreaming
• http//unitedstreaming.com
• National Archives video on Google
• http//video.google.com/nara.html

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Online Tools

• Thesis Generators
• Timeline Builders
• Citation Creator
• And more

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Online Thesis Builders

• Persuasive
• http//www.ozline.com/electraguide/thesis.html
• Action Statement
• http//www.powayschools.com/projects/ewe2/thesis.h
  tm

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Citations

• FREE
• Oregon OSLIS Citation Maker
• http//www.oslis.k12.or.us/secondary/index.php?pag
  eciteSources
• Citation Machine (Warlick)
• http//citationmachine.net/
• Noodlebib Express
• http//www.noodletools.com
• SUBSCRIPTION
• Noodlebib
• http//www.noodletools.com

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Graphic Organizers

• Inspiration Software
• Microsoft Office
• ReadWriteThink
• http//interactives.mped.org/view_interactive.aspx
  ?id127title

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Timeline Generators

• http//www.teach-nology.com/web_tools/materials/bi
  gtimeline/
• http//www.readwritethink.org/materials/timeline/

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Online Notes

• Notetaker http//interactives.mped.org/view_intera
  ctive.aspx?id722title
• NoteStar
• http//notestar.4teachers.org/

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Scoring Practice

• Constitutional Issues
• 9 Read, score, discuss
• 26 Read, score, discuss
• Causes of Conflict
• 14 Read, score, discuss
• 16 Read, score, discuss

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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

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Proficient Background?

• Explains concepts or information relevant to the
  position (or, at least, topic/question)
• Concrete Detail Commentary

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Proficient Reasons and Evidence?

• Analyzes Information
• Supports Position
• Concrete Detail Commentary

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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.)

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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.

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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)

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Continuing Help

• Washington Library Media Association
• http//wlma.org/cbas
• Mead Schools CBAs
• http//www.mead354.org/page.cfm?p423

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Thank You!
Trish Henry thenry_at_mead.k12.wa.us