What’s New in Social Studies?
August 15, 2013
Darlington County Schools
Kathy Hogan
Introductions
• Former SS Coordinator for Lexington/Richland
School District 5 in Irmo 2003-2013
• Teacher – Dutch Fork HS 1992-2005
• Member of the SS Standards development
(2005) and revision (2011) committees
• Member of the Standard Support Document
writing teams (2008 and 2011).*
• Member of assessment item review
committees.
Welcome!
Introduce new members of the Social Studies
Teams at each school.
Darlington HS
Darlington MS
Hartsville HS
Hartsville MS
Lamar HS
Mayo HS for Science/Math
Rosenwald MS
Spaulding MS
What will we do today?
• Review the 2011 changes to the Standards
and the SSDs
• Review the role of SS in the CCSS and share
resources
• Break
• Look at the data
• Share methods for improving data
• Discuss ways to improve data in Darlington
• Begin to work on these projects
Thomas B Fordham Institute
A national, conservative think tank
SSD: What’s New!!!
• http://ed.sc.gov/ changes to the SCDE website
• Turn to your neighbor and talk about the 2 changes
to the format of the Support Documents and why
these changes are important.
• Share out.
Why include the “Enduring Understanding?”
Grant Wiggins and Jay McTighe Understanding by Design
• knowledge which can be transferred
• the “Big Idea”
Three questions to ask before you teach…
• What do students need to know for the state test?
(“Essentials to Know”)
• What do students need to know to be successful at the
next grade level? (“Previous/Future Knowledge”)
• What do students need to know to be successful in the
real world? (skills and Common Core State Standards)
Social Studies Literacy Skills for the Twenty-First Century
Grades K-3 Grades 4-5 Grades 6-8 High School
Distinguish
between past,
present and future
time.
Establish the
chronological order
in reconstructing a
historical narrative.
Explain changes
and continuity over
time and across
cultures.
Examine the
relationship of the
present to the past
and use a
knowledge of the
past to make
informed decisions
in the present and
to extrapolate into
the future.
Measure and
calculate calendar
time.
Create and
Interpret parallel
time lines from
different places
and cultures.
Trace and describe
continuity and
change across
cultures.
interpret data in
time lines.
Common Core State Standards
http://www.corestandards.org/the-standards
LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND OTHER TECHNICAL SUBJECTS
(adapted from Common Core State Standards)
Grades K–3
Grades 4–5
Grades 6–8
High School
Ask and answer
questions to
demonstrate
his or her
understanding
of a text, using the
text as
the basis for the
answers.
Cite details from a
text to
support conclusions
made from that text.
Cite specific textual
evidence to support
the
analysis of primary
and
secondary sources.
Utilize contextual
information to support
the analysis of primary
and secondary sources.
Use visual elements
as aids to understand where,
when, why, and
how.
Interpret visual
information to
deepen his
or her
understanding
Integrate
information
from a variety of
media
sources with print or
digital text in an
appropriate manner.
Synthesize ideas and
data
to determine their
validity and
authenticity
http://ed.sc.gov/agency/se/Instructional-Practices-andEvaluations/documents/FINALAPPROVEDSSStandardsAugust182011.pdf
Common Core State Standards
5 Shifts for ELA
Grade
Literary
Informational
4
50%
50%
8
45%
55%
12
30%
70%
Shift 1: Informational Text
Shift 2: Increasing Text Complexity
Shift 3: Academic Vocabulary*
Shift 4: Text-Based Answers
Shift 5: Writing from Sources
Shift 6: Shift 6: Literacy Instruction
in all Contents
Grade
Opinion/
Argument
Informational/
Expository
Narrative
4
30%
35%
35%
8
35%
35%
30%
12
40%
40%
20%
Text Complexity of History Reading
• Often adheres to one or more structures:
– Description
– Sequence
– Cause/Effect
– Problem/Solution
– Compare/Contrast
– Listing
– Narrative
– Argument
Text Patterns & GO’s
How can Social Studies teachers support
the CCSS?
•
•
•
•
as always
Use multiple texts and other SS sources
(maps, charts, political cartoons etc.)
Focus on critical thinking: analysis, synthesis,
evaluation
with the addition of
Teach discipline specific approaches to text
Teach discipline specific strategies
Teaching students to learn to read and
read to learn simultaneously
With all informational text (including the textbook)
• Demonstrate (think aloud) how comprehending
strategies such as determining importance, summarizing,
synthesizing, gathering information are important to the
comprehending of informational text.
• Teach students to summarize and take notes; don’t do it
for them!
• Demonstrate the use of text features and text structures
and their importance to comprehending the text.
• Establish tasks that support explicit practice of using text
structures and features in connection with
comprehension.
Argumentative Writing
Write arguments to support claims with clear reasons and relevant
evidence.
•
Introduce claim(s), acknowledge alternate or opposing claims,
and organize the reasons and evidence logically.
•
Support claim(s) with logical reasoning and relevant evidence,
using accurate, credible sources and demonstrating an
understanding of the topic or text.
•
Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), reasons, and
evidence.
•
Establish and maintain a formal style.
•
Provide a concluding statement or section that follows from
and supports the argument presented.
Common Core Literacy in History/ Social Studies
• Cite textual evidence
• Comprehend complex
texts independently.
• Summarize central idea.
• Evaluate author’s point of
view.
• Evaluate multiple sources.
• Integrate info from
diverse sources.
• Write using evidence.
Common Core Literacy in History/ Social Studies
• Cite textual evidence
• Comprehend complex
texts independently.
• Summarize central idea.
• Evaluate author’s point of
view.
• Evaluate multiple sources.
• Integrate info from
diverse sources.
• Write using evidence.
Document
Based
Questions!!
http://www.dbqproject.com/
Reading Like A Historian
•
•
•
•
•
•
•
•
•
•
Identify text structures.
Be aware of the source of the text.
Look for corroboration of the text.
Use/cite evidence from the text.
Be able to put the text into a time and place (contextualize)
Use background knowledge to evaluate the text.
Reading Like a Historian from Stanford University
Beyond the Bubble: A New Generation of History Assessments
Historical Thinking Matters
AP Central (USHC, World History, European History Government,
Economics, Human Geography) use only some of the docs
• USC Digital Academy http://library.sc.edu/blogs/academy/browseby-standard/
Directions: Look at the painting below and evaluate the claim that
follows.
Source: The First Thanksgiving 1621, was created in 1932 by J. L. G. Ferris.
Common Core: #1 (Gr. 6-12), #6 (Gr. 6-8), #7 (Gr. 6-8)
• Question:
• The painting The First Thanksgiving 1621 is a
useful resource for historians who wish to
understand the relationship between the
Wampanoag Indians and the Puritan settlers
in 1621.
• Do you agree or disagree? (Circle one.)
• Turn to your neighbor and explain your
thinking.
The painting The First Thanksgiving 1621 is a useful resource for historians who
wish to understand the relationship between the Wampanoag Indians and the
Puritan settlers in 1621. Do you agree or disagree?
Source: The First Thanksgiving 1621, was created in 1932 by J. L. G. Ferris.
Common Core: #1 (Gr. 6-12), #6 (Gr. 6-8), #7 (Gr. 6-8)
Proficient Student Response
This is an example of sourcing a document.
Directions: Use the letter below to answer the
questions that follow.
• "Well we are trying to get a long the best we can and I
tell you that is poor a nough. The troops all Seem to be
discouraged Since the last battle at Fredericksburgh. I
tell you that they hadent better ever take this army
back to Alexandria or they will all [desert] and go
home. I dont see what our government is doing."
• Source: Letter from Joseph F. Green, a soldier in the
Union Army, to his friend Julia Reynolds on January 2,
1863.
Question 1: Explain why a historian might not think that
Joseph F. Green’s letter reflects the morale of the entire
Union Army.
Common Core: #1 (Gr. 6-12), #8 (Gr. 9-10), #9 (Gr. 11-12)
Proficient Student Response:
Corroborate
Question 2: Three documents are described
below. Explain whether each document could be
used to support Joseph F. Green’s claims about
the morale of the Union Army.
a. An 1863 public speech by President Lincoln that
describes the Union soldiers as brave.
b. An 1863 document from the US government that shows
that many Union soldiers had recently deserted.
c. An 1861 letter from a Confederate soldier to his mother
that describes how two of his friends had deserted.
Turn to your neighbor and explain your answer.
Using Documents as Evidence
• Document A: The following is an excerpt from sworn testimony
given before the U.S. Senate by Corporal Richard O’Brien in
1902. O’Brien was called to testify in a Senate investigation of
alleged war crimes committed by American soldiers in the
Philippine-American War.
• “The first thing we saw was a boy ... and the first sergeant shot at
the boy. Everybody fired at him. That brought the people in the
houses out . . . [and] the town was fired on ... Two old men came
out, hand in hand ... they had a white flag, they were shot down. At
the other end of the town we heard screams, and there was a
woman there; she was burned up, and in her arms was a baby, and
on the floor was another child ... The fighting was continued until
everybody had fled or everybody was killed ... There was not a shot
fired on the part of the Filipinos.”
Common Core: #1 (Gr. 6-12), #4 (Gr. 6-12), #6 (Gr. 6-12), #8 (Gr. 11-12), #9 (Gr. 9-12)
• Document B: The following is an excerpt from a letter to the
editor of the Kansas City Journal by Colonel Frederick Funston
on April 22, 1899. Funston, who was a war hero for his
extensive service in the Philippine-American War, wrote and
spoke often about the Philippine-American War in order to
increase public support for American involvement in the
conflict.
• “I am afraid that some people at home will lie awake [at] night
worrying about the ethics of this war, thinking that our enemy
is fighting for the right to self-government ... [The Filipinos]
have a certain number of educated leaders – educated,
however, about the same way a parrot is. They are, as a rule,
an illiterate, semi-savage people who are waging war not
against tyranny, but against Anglo-Saxon order and decency . .
I, for one, hope that Uncle Sam will apply the chastening rod
good, hard and plenty, and lay it on until they come in to the
reservation and promise to be good ‘Injuns.’”
• Question 1: Many Americans opposed the war
in the Philippines. How does Document A
provide evidence that many Americans
opposed the war?
• Question 2: How does Document B also
provide evidence that many Americans
opposed the war in the Philippines?
• Turn to your neighbor and explain your
thinking.
Many Americans opposed the war in the Philippines. How does
Document A provide evidence that many Americans opposed the
war?
• Document A: The following is an excerpt from sworn testimony
given before the U.S. Senate by Corporal Richard O’Brien in
1902. O’Brien was called to testify in a Senate investigation of
alleged war crimes committed by American soldiers in the
Philippine-American War.
• “The first thing we saw was a boy ... and the first sergeant shot at
the boy. Everybody fired at him. That brought the people in the
houses out . . . [and] the town was fired on ... Two old men came
out, hand in hand ... they had a white flag, they were shot down. At
the other end of the town we heard screams, and there was a
woman there; she was burned up, and in her arms was a baby, and
on the floor was another child ... The fighting was continued until
everybody had fled or everybody was killed ... There was not a shot
fired on the part of the Filipinos.”
Common Core: #1 (Gr. 6-12), #4 (Gr. 6-12), #6 (Gr. 6-12), #8 (Gr. 11-12), #9 (Gr. 9-12)
How does Document B also provide evidence that many
Americans opposed the war in the Philippines?
• Document B: The following is an excerpt from a letter to the editor
of the Kansas City Journal by Colonel Frederick Funston on April 22,
1899. Funston, who was a war hero for his extensive service in the
Philippine-American War, wrote and spoke often about the
Philippine-American War in order to increase public support for
American involvement in the conflict.
• “I am afraid that some people at home will lie awake [at] night
worrying about the ethics of this war, thinking that our enemy is
fighting for the right to self-government ... [The Filipinos] have a
certain number of educated leaders – educated, however, about
the same way a parrot is. They are, as a rule, an illiterate, semisavage people who are waging war not against tyranny, but against
Anglo-Saxon order and decency . . I, for one, hope that Uncle Sam
will apply the chastening rod good, hard and plenty, and lay it on
until they come in to the reservation and promise to be good
‘Injuns.’”
Proficient Student Response:
Putting a Source into the Context of
Time and/or Place
Directions:
Use the source information, your
knowledge of history, and the poster
to answer the questions below.
Source:
This is a poster for a play written in
1936 that celebrates the abolitionist
John Brown, who tried to start a
slave revolt in Harpers Ferry,
Virginia, in 1859.
Common Core:
#1 (Gr. 6-12), #4 (Gr. 6-12), #6 (Gr. 6-8),
#7 (Gr. 6-8)
Question 1: When was the play written?
Question 2: Which two of the facts below might help explain why the
authors wrote this play?
1. Slaves made up nearly 40% of Virginia’s population in 1859.
2. One of the play’s authors, Michael Gold, was a member of the
Communist Party, which protested against lynching in the 1930s.
3. After taking power in 1933, Adolf Hitler enacted racist policies in
Germany.
4. After seceding from the Union in 1861, Virginia became the largest
state in the Confederacy and the home of its capital, Richmond.
Turn to your neighbor and explain your thinking about these
questions.
Proficient Student Responses:
Using Background Knowledge and
Periodization
Directions: The following two letters are both
from the archives of the National Association for
the Advancement of Colored People (NAACP)
and were written over twenty years apart. Read
the letters and determine which was written
first. Then explain your answers using evidence
from the letters and your knowledge of history.
Common Core:
#1 (Gr. 6-12), #4 (Gr. 6-12), #5 (Gr. 11-12), #9 (Gr. 9-12)
Source:
• Letter A: First Lady of the United States to Walter White,
Executive Secretary of the NAACP, addressing the lynching
situation.
• Letter B: Daisy Bates to Roy Wilkins, Executive Secretary of the
NAACP, describing the conditions of black children in a
previously all-white school.
Proficient Student Responses:
• Video: Developing Narrative Understanding
http://www.youtube.com/watch?v=QeYP92T0rms
What’s the Elephant in the room?
• I am not a reading teacher!
• How can I teach with text and still cover all of
the “stuff” that is in the SSD to be ready for
PASS or EOCEP?
• “This too shall pass.”
• Let’s take a short break!
Lets’ take a closer look at the
changes to the SSD…
• Focus on the “Enduring Understanding” and the
Literacy Elements
• Avoid just naming a bit of info in order to promote
understanding of the underlying concept such as
“subsidies in the form of land grants” [Pacific Railway
Act]; “Tribal lands were divided into farm parcels”
[Dawes Severalty Act]
• Many details moved to the “Non-Essentials” such as
names of labor organizations (4.4)
• Improved connections between content of the
indicator and previous indicators; referenced ( ) to
emphasize the themes implicit in the standards.
• Talk to your grade level team and share the
content changes that you noticed in the SSD
for your grade level.
• How can these changes be reconciled with the
CCSS?
• Be prepared to report out.
Government and Economics
• Emphasis on founding documents
United States History and Constitution
• Focus on the Enduring Understanding (democracy)
• 10 standards to 8 standards
– Ex. New Spain and New France; impact of the DOI on the
world at large; development of the Articles
• Combination of some indicators
– Ex. 1.4 Analyze how dissatisfaction with the government
under the Articles of Confederation were addressed with
the writing of the Constitution…
• Improved the narrative and brought it to more recent
times
– 3.5 Evaluate the varied response of African Americans to
the restrictions imposed on them in the postReconstruction period…
– Conservatives and liberals
World History: the Making of the
Modern World
• Starts at 1300
• Thematic, not chronological*
• Have you substituted these for the 2005
Global Studies standards?
• Greater inclusion of United States history
World Geography
• Completely new standards
• Thematic, not regional
• Emphasis on concept not place
8th Grade: South Carolina History
South Carolina: ONE of the United States
8-1.2 Compare the motives, activities and accomplishments of the
exploration of South Carolina and North America by the Spanish, French
and English.(not just settlements in SC)
8-1.3 Summarize the history of English settlement in New England, the
mid-Atlantic region, and the South with an emphasis on SC as an example
of a distinctly southern colony.
8-1.6 Compare the development of representative government in SC to
representative government in other colonial regions…
8-5.6 Compare migration patterns of SC to such patterns throughout the
US
7th grade
Contemporary Cultures: 1600 to the Present
6th Grade
Early Cultures to 1600
• 6-4.4 Explain the contributions, features, and rise
and fall of the North American ancestors of the
numerous Native American tribes, including the
Adena, Hopewell, Pueblo, and Mississippian cultures.
A closer look at the EU!
• Work with your grade level team to read and
discuss the “Enduring Understanding” for
Standard 1.
• How well does each indicator support the EU?
• How might you improve the EU?
• How might you communicate the EU to your
students?
• Report out
So…
• Focus on the big ideas and enduring concepts,
not merely on information. Facts = evidence
of the Big Idea
• Include some SS literacy element in each
lesson.
– Text: secondary and primary sources
– Maps, charts, graphs pictures, political cartoons …
• Emphasize evidence from text or other
resources and include reading and writing in
your lessons. (CCSS)
What does the data tell us?
http://ed.sc.gov/data/esea/2012/district.cfm?SID=3205
http://ed.sc.gov/data/esea/2013/district.cfm?SID=1601
Darlington Elementary Schools -2013
Darlington Elementary Schools- 2013
Darlington Middle Schools -2013
Darlington Schools – 6th Grade
http://ed.sc.gov/data/pass/2013/show_district_pass_scores_standard.cfm?ID=1601
Darlington Schools – 7th Grade
http://ed.sc.gov/data/pass/2013/show_district_pass_scores_standard.cfm?ID=1601
Darlington Schools – 8th Grade
http://ed.sc.gov/data/pass/2013/show_district_pass_scores_standard.cfm?ID=1601
Darlington High Schools - 2013
Darlington County -2012
South Carolina -2012
How to improve scores…
• Think of the EOCEP as an EOC in Social Studies
not in USHC!
How to improve scores…
• Think of the EOCEP as an EOC in Social Studies
not in USHC!
• Understand and use the standards and the
Standard Support Documents.
http://ed.sc.gov/agency/se/Instructional-Practices-andEvaluations/SocialStudiesSupportDocuments.cfm
Assessment Guidelines:
Appropriate classroom assessments could require
students to be able to:
Analyze
Differentiate
Organize
Attribute
Or any verb from the Understand or Remember
cognitive process dimensions.
Changes to the SSD
How to improve scores…
• Think of the EOCEP as an EOC in Social Studies
not in USHC!
• Understand and use the standards and the
Standard Support Documents.
http://ed.sc.gov/agency/se/Instructional-Practices-andEvaluations/SocialStudiesSupportDocuments.cfm
• Develop assessments to prepare students for
the EOC in Social Studies and give benchmark
tests to measure progress.
United States History and Constitution
How we did it in Lexington/ Richland 5…
Year
A
B
C
D
F
HS #1 08-09
5%
12%
30%
22%
31%
HS #2 08-09
4%
7%
21%
27%
42%
HS #3 08-09
4%
7%
14%
21%
55%
United States History and Constitution
A
B
C
D
F
HS #1 08-09
5%
12%
30%
22%
31%
09-10
5%
13%
32%
29%
22%
HS #2 08-09
4%
7%
21%
27%
42%
09-10
5%
10%
22%
27%
36%
HS #3 08-09
4%
7%
14%
21%
55%
09-10
5%
10%
20%
24%
41%
Year
Process
• Started in 2009-10 with USHC
In 2011-12 district started the data team initiative so USHC benchmarks were
reduced from 4 per year to 2 per year.
Other factors…
In 2011-12 levels were combined.
Process continued…
2012-13 expanded to other grades
• World History
• 8th Grade
• 7th Grade
• 6th Grade
Developing test bank for 3-5
Developing the test banks…
• Search internet for released items from other
states , especially NY Regents
• NAEP Questions tool
http://nces.ed.gov/nationasreportcard
• Sorted questions
Characteristics of Good MC Questions
•
•
•
•
•
•
•
•
Written at the appropriate cognitive level of Blooms.
Aligned to the standard support document.
Framed as a question.
There is only one possible right answer. (No “all of the above”
or “none of the above” or “a and c” answer choices.)
Use positive phrasing (no “not” or “except” questions)
Avoid similar language in the stem and in any distractor to
avoid giving away the answer.
Distractors are feasible to the uninformed.
Distractors are of similar length and/or arranged longest to
shortest, shortest to longest etc.
Social Studies Multiple Choice Questions
• Include process skills with stimulus
(graphs, charts, maps, political cartoons)
when appropriate.
• May use a distractor from an earlier time
period.
• Should include common
misunderstandings as distractors.
Developing the test banks…
• Teacher workshops to evaluate and edit questions,
highlight the SSD
– Summer of 2009 USHC; 2012 –other grades, US
– PD: August, October, 2009 and February 2010, all US
History teachers
– PD: August, November and February, 2012-13, grades 6-8
• Test banks posted to intranet for use in classroom
instruction, quizzes and unit tests
Process of benchmarking
• Establish the pacing guide
• Create the test
• Post test to Achievement Series, run answer
forms and tests
• Give the test
• Gather (scan answer forms) and analyze the
data
• Meet with teachers to discuss results
What teachers said...
• These questions are too hard.
• Students don’t know how to answer these types of
questions.
• Students cannot read the test.
• Students do not persist.
• Students do not remember.... “we talked about
that!”
BUT…
• The benchmark helped to prepare students for the
rigor of the EOCEP.
What they say…
• We have already discussed the data and this is
what we are doing next.
• Students are missing this question because…
• What strategy can I use to help students to
understand this information?
• I have been teaching that wrong!
• I have to teach students to reason through the
question and the distractors.
What did the benchmarks show?
• Pacing is crucial.
• Big patterns and enduring understandings must
be explicitly taught.
• Instructional strategies may need to be changed
• Enduring MIS-understandings
• Social studies vocabulary
• Reading and interpreting maps/ having mental
maps.
What we are learning about student
misunderstandings….
Why did democracy develop in the British
colonies in North America?(USHC 1.2)
A. colonists learned to cooperate to survive
B. colonists developed egalitarian societies
C. colonists brought English political traditions
with them
D. colonists rejected the political traditions of
the mother country
USHC
Why did democracy develop in the British colonies in
North America?
A. colonists learned to cooperate to survive 79
B. colonists developed egalitarian societies 130
C. colonists brought English political traditions with
them
397
D. colonists rejected the political traditions of the
mother country
531
World History
How did the ideas of democracy spread to the
American colonies?
A. emigrants took their political traditions with them.
B. the crown required each colony to have an
assembly.
C. by example of various Native American tribes
D. new colonies developed idea of representative
government independently.
World History:
Enduring MIS-understanding
How did the ideas of democracy spread to the
American colonies?
A. emigrants took their political traditions with
them 133 (27%)
B. the crown required each colony to have an
assembly. 54
C. by the example of various Native American
tribes 32
D. new colonies developed idea of representative
government independently 276
8th Grade
What did the colonists mean by “no taxation
without representation”?
A. Only the Parliament, not the king, could impose
taxes
B. Colonists wanted representation in Parliament
C. Only their colonial assemblies could pass tax
laws
D. Colonists were opposed to all taxes.
8th Grade
What did the colonists mean by “no taxation
without representation”?
A. Only the Parliament, not the king, could impose
taxes. 87
B. Colonists wanted representation in Parliament.
821
C. Only their colonial assemblies could pass tax
laws. 143
D. Colonists were opposed to all taxes. 47
Question #11 2009
• “We hold these truth to be self evident, that all men
are created equal, that they are endowed by their
creator with certain unalienable rights, that among
these are life, liberty, and the pursuit of happiness.”
• This quotation reflects beliefs mainly derived from
which of the following?
A. the Magna Carta
B. the divine right of monarchs of Europe
C. John Locke’s theory of natural rights
D. Marxist philosophy.
Question #11 2009
• “We hold these truth to be self evident, that all men
are created equal, that they are endowed by their
creator with certain unalienable rights, that among
these are life, liberty, and the pursuit of happiness.”
• This quotation reflects beliefs mainly derived from
which of the following?
A. the Magna Carta
157
B. the divine right of monarchs of Europe
33
C. John Locke’s theory of natural rights
1007
D. Marxist philosophy.
15
Question #11 2010
What did John Locke’s theory of the social contract, as
developed in the United States Declaration of
Independence, say?
A. The people should revolt against a government that did
not protect their rights. 655
B. Monarchs could rule autocratically, but they had to
grant certain rights to their subjects. 91
C. Legislatures should have more power than kings. 69
D. Government should guarantee equal economic
conditions to all people. 323
USHC 1.7 Summarize the expansion of the power of the national
government as a result of Supreme Court decisions under Chief Justice
John Marshall, such as the establishment of judicial review in Marbury v.
Madison and the impact of political party affiliation on the court.
Question #34= 66%
Question #35 = 61%
Question # 36= 41%
What was a lasting impact of the decisions of the
United States Supreme Court under Chief Justice
John Marshall? (USHC 1.7)
A. extension of the Bill of Rights to enslaved persons
175
B. expansion of the power of the Federal Government
472(41%)
C. restriction of the authority of Congress
431
D. promotion of the views of the President
58
USHC Benchmark #2 2009:
What was the effect of Lincoln’s Emancipation
Proclamation?
A. Slaves were freed only in states that remained in
the Union.
696
B. Slave owners were given financial compensation
for the loss of their slaves. 97
C. Southern states were persuaded to surrender in
order to keep their slaves.
139
D. Any chance that foreign powers would support the
Confederacy was ended.
297
Which of the following is true of the Emancipation
Proclamation?
A. It freed all slaves in the South immediately. 233
B. It freed slaves in the north and in the south. 262
C. It freed slaves only in the border states and the
western territories.
283
D. It freed slaves only in those areas in which the
federal government exercised no control. 489
Benefits
• Common assessments provide a common
understanding of how to use the Standard Support
Document.
• Conversations around selecting common items serve
as staff development for teachers new to the
content.
• Results provide a common measurement of student
achievement of the standards prior to summary state
assessments, in time for re-teaching. (data team
model)
• Improving assessments will impact students’
achievement.
•Instructional practices that maximize student achievement*
Category
Ave. Effect Size
Percentile Gain
Identifying similarities and differences
1.61
45
Summarizing and note taking
1.00
34
Reinforcing effort and providing
recognition
.80
29
Homework and practice
.77
28
Nonlinguistic representation
.75
27
Cooperative learning
.73
27
Setting objectives and providing
feedback
.61
23
Generating and testing hypotheses
.61
23
Questions, cues and advance organizers
.59
22
*Marzano, Robert et al. Classroom Instruction that Works; Research Based Strategies for
Increasing Student Achievement. Alexandria, Va: Association for Supervision and Curriculum
Development. 2001.
Predicted increase in student achievement when teacher’s skill in classroom
assessment increases
Marzano, Robert J. Classroom Assessment and Grading That Work. Alexandria, Va: ASCD, 2006.
Teacher skill
improvement
49%
Student
achievement
gain
28%
Teacher skill
improvement
34%
Student
achievement
gain
13%
Teacher skill in
assessment
starting %ile
50%
Student
achievement
starting %ile
50%
Do teachers need to get better at
assessments?
What is BUS?
When was Charles I beheaded?
A.
B.
C.
D.
1608
1649
1776
1066
What did South Carolina colonists call the rice
that they grew?
A. nice rice
B. yummy rice
C. yellow rice
D. Carolina Gold
What should the common
assessments look like?
Released Items
Aligned for PASS
2012
Characteristics of Good
Multiple Choice Questions
•
•
•
•
Written at the appropriate cognitive level
Aligned to the standard support document.
Framed as a question.
Avoid similar language in the stem and in any
distractor.
• There is only one possible right answer.
• Distractors are feasible.
• Distractors are of similar length and/or arranged
longest to shortest, shortest to longest etc.
Alignment….alignment…alignment
Cognitive Process and
Knowledge Dimension
Cognitive
Process
Knowledge
Remember
Understand
Apply
Facts
Concepts
Procedures
Metacognition
PASS
Analyze
Evaluate Create
And also....Analyze the Assessment Results
• How well did the class perform on the
assessment?
• Were there particular parts of the assessment on
which students did better/worse? (Item analysis)
What does this mean for instruction?
• What if everyone missed a particular question?
What does this mean for instruction?
• What if everyone failed? What does this mean for
instruction?
Avoid Narrowing the Curriculum
And the moral of the story is…
…include other types of items in your formative assessments
and in your tests as well as the multiple choice items in the
test bank.
Extended Response Items
• Aligned to the standard support document.
• Assesses procedural skills that have been
explicitly taught and practiced in class.
• Communicates expectations clearly to the
student through a detailed rubric as to what
constitutes an A, B or C answer
• Indicates how much each item is weighted.
And don’t forget...
• Engaging classroom learning opportunities
that prepare students to understand and
remember information and to be successful
on the formative and the summative
assessment
• Frequent classroom formative assessments
that gauge extent to which the
standard/indicator has been mastered.
• Frequent, specific feedback to students.
Our work today...
• Critique the items that we have available
today.
• Align items to the appropriate
standard/indicator using cut and paste.
• Make corrections/edits to items.
• Mark the standard support document to
identify material tested and materials omitted
from the assessment.
Practice: Content Alignment
• 8-2.5 Summarize the role of South Carolinians in the
course of the American Revolution, including the use
of partisan warfare and the battles of Charleston,
Camden, Cowpens, Kings Mountain and Eutaw
Springs.
• Who was the young South Carolinian who delivered a
message from Nathanael Greene to Thomas Sumter?
A. Julia Drayton
B. Emily Geiger
C. Rebecca Motte
D. Martha Pinckney
Practice: Context Alignment
What misunderstanding between the King and the Native
Americans, combined with an earlier misconception about
land ownership, eventually led to war?
A. The colonists promised a vaccine for small pox.
B. The colonists continued to make the Native
Americans slaves.
C. The King believed the Native Americans were his
subjects.
D. The Spanish promised the Native Americans
freedom.
• Does the question align to the standard and
indicator?
• Does the question align to the Support
Document?
• Does the question align to the indicated level
of Bloom’s Taxonomy?
• Does the question align to appropriate literacy
elements?
Practice: Context Alignment
Why did the relationship between the Cherokee and
the South Carolinians deteriorate after the death of
Governor James Glen ?
A. Glen’s successor (Lyttleton) wanted to make
slaves of the Cherokee.
B. Glen’s successor (Lyttleton) did not want to
associate with the Cherokee.
C. Glen’s successor (Lyttleton) stopped all trade with
the Cherokees and took hostages.
D. Glen’s successor (Lyttleton) wanted the Cherokee
to pay taxes on the goods they traded.
Which is a better question?
By the middle of the 18th century most of the
people of the Up Country were
A. Planters.
C. Merchants.
B. White Farmers.
D. Slaves.
How did the government of Carolina become more
democratic or governed by the people?
A. The Anglican Church was made the
official church.
B. The Commons House of Assembly was
created.
C. Joseph West was chosen as governor.
D. The Goose Creek men lost all of their power.
What did the southerners believe would bring
an end to slavery and their way of life?
A. If a Democrat was elected as President.
B. The Compromise of 1850
C. If a Republican was elected as
President.
D. Nullification
According to the map, what was the
smallest circuit court in area?
A. Beaufort District
B. Camden District
C. Georgetown District
D. Orangeburg District
Work with your team to evaluate some of
the questions that you brought with you
today or go to
http://www.nysedregents.org/ to find
questions.
• Eliminate questions that do not align to
SC standards.
• Turn stems into questions and fix other
features to match SC practices.
In your group, develop a test question that
assesses students’ knowledge of some
element in Standard 1.
Be prepared to share with the group.