2013 - 2014 [HAWAII DOE STUDENT LEARNING OBJECTIVES]
STUDENT LEARNING OBJECTIVE
TEACHER TEMPLATE
Teacher Name: Mrs. Baily
Grade:
10/11
School: Kuahiwi High School
Content Area: Social Studies Course Name: US History
Complex: SouthEast
Student Population:
Total Number of Students: 30. Males: 16. Females: 14. SPED Inclusion: 4. SPED Pullout: 0. ELL: 4
Period: 4
Additional Information:
SLO Components
Learning Goal
For a complete description of SLO components and guiding questions, use the “Student
Learning Objective Planning Document” attachment.
Learning Goal: The student will use knowledge of historical periods to assess contemporary issues and decisions, as well as determine the relevance of sources and assess their creditability.
DOK level:
This learning goal is a DOK 4 because students must assess contemporary issues and decisions as well as the relevance of sources.
Big idea:
People must be able to effectively use knowledge of the past to understand the present and make informed decisions about the future.
HCPS III Standard:
Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE- Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms
HCPS III Benchmark:
Benchmark 10.2.1: Use knowledge of historical periods to assess contemporary issues and decision.
Benchmark 10.2.2: Determine the relevance of sources and assess their credibility.
Common Core Literacy Standard for History/Social Studies:
WHST.9-10.7:
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Rationale: A responsible citizen accurately understands events of the past and uses that knowledge to inform their approach to critical issues today. People armed with historical knowledge are better able to make responsible decisions based on evidence and data collected from the past than someone with no or limited knowledge of past events. Rarely is a situation entirely “new.” Though the particular people, time, and circumstances may differ, there will
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2013 - 2014 [HAWAII DOE STUDENT LEARNING OBJECTIVES]
Assessments,
Scoring and Criteria undoubtedly be a historical event that can shed light on the current issue and help decisionmakers choose a wise course of action.
This Learning Goal helps students demonstrate a deep understanding of the knowledge and skills of the Big Idea and standards by having them apply the knowledge and insights gained from studying the past to an issue that the United States is presently facing. The student must use this knowledge and insight to assess the present situation. Additionally, assessing sources for credibility is a crucial skill for students doing historical research.
Based on an analysis of data that included the previous year’s performance in historical inquiry projects, multiple pre-assessments of historical analysis skills given at the start of the current year, and data provided by the ELA department that showed a stronger need for students to read and comprehend informational text, 9 students were placed in the “novice” group, 16 students were placed in the “Approaching Proficiency” group, 5 students were placed in the “proficient” group and 0 students were placed in the “advanced” group.
Interval of instruction necessary to address goal: X yearlong semester
Planned assessments and criteria used to determine levels of performance:
All planned assessments will measure progress toward acquiring the historical skills outlined in the learning goal, albeit with different content (as the social studies benchmarks warrant.) For measuring student progress with this SLO, a minimum of four (4) summative historical inquiry assessments will be conducted. Formative assessments will also be conducted to measure progress toward the Learning Goal.
Formative Assessment:
During their study of WW II, students are given a text set of primary and secondary sources about the internment and treatment of Japanese-Americans during this time. To assist them with gaining the skills necessary for historical inquiry, students must determine the relevance of the sources to the topic under study and assess their creditability, using the criteria of accuracy and bias, as they complete their study of these events. Students may use the Document Analysis
Worksheets of the National Archives to help them with this analysis.
(http://www.archives.gov/education/lessons/worksheets/). They will then fill out a teachersupplied graphic organizer to show their assessment of the sources.
Differentiation Strategies that can be used with this and all similar assessments:
 Video/oral resources to assist multiple modalities of learning.
 Cooperative learning groups according to differentiated needs (e.g., ELL, target groups, etc.)
 Short conversations with students using guiding questions to facilitate their learning.
 Tools such as a likert scale may be provided as a scaffold for particular target groups when determining relevance and assessing credibility.
Summative Assessment:
The students will use their knowledge of the World War II experience of Japanese Americans to compare the experiences of Arab and Muslim Americans after September 11, 2001. A graphic organizer such as a Venn Diagram can be utilized in this assessment. The students will then assess the degree to which the government balanced the need for national security with the
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2013 - 2014 [HAWAII DOE STUDENT LEARNING OBJECTIVES] protection and preservation of civil liberties in the post 9/11 era. The Patriot Act can be part of the sources examined for this assessment. The assessment may be presented in a variety of ways e.g., through a short research paper, a digital medium, a performance, or debate, etc.
Formative Assessment:
The students are given a text set of primary and secondary sources about the Voting Rights Act of
1965. To assist them with gaining the skills necessary for historical inquiry, students must determine the relevance of the sources to the topic under study and assess their creditability, using the criteria of accuracy and bias, as they complete their study of these events. Students may use the Document Analysis Worksheets of the National Archives to help them with this analysis. (http://www.archives.gov/education/lessons/worksheets/). They will then fill out a teacher-supplied graphic organizer to show their assessment of the sources.
Summative Assessment:
The students will use their knowledge of the Voting Rights Act of 1965 to evaluate the decision of the Supreme Court in the decision of “Shelby County, Alabama v. Holder, Attorney General, et al,” the case that effectively struck down major portions of the Voting Rights Act of 1965. A graphic organizer such as a T-chart can be utilized in this assessment. The summaries of the Court opinions as well as the majority and minority opinions can be part of the sources examined for this assessment. The evaluation may be presented in a variety of ways e.g., through a short research paper, a digital medium, a performance, or debate, etc.
Formative Assessment:
The students are given a text set of primary and secondary sources about immigration to the
United States from 1865 -1914. To assist them with gaining the skills necessary for historical inquiry, students must determine the relevance of the sources to the topic under study and assess their creditability, using the criteria of accuracy and bias, as they complete their study of these events. Students may use the Document Analysis Worksheets of the National Archives to help them with this analysis. (http://www.archives.gov/education/lessons/worksheets/). They will then fill out a teacher-supplied graphic organizer to show their assessment of the sources.
Summative Assessment:
The students will use their knowledge of the social, political, and economic issues that resulted as from immigration to the United States from
1865-1914 to form and defend an opinion on whether or not Congress should pass the current
“Border Security, Economic Opportunity, and Immigration Modernization Act*. A Similarities and
Differences Chart can be utilized in this assessment. The Bill Summary of this act can be part of the sources examined.
* This act was introduced to Congress by Charles Schumer (D-NY) and seven other members of the "Gang of Eight", a bipartisan group of U.S. Senators who wrote and negotiated the bill.
Formative Assessment:
The students will evaluate a text set of primary and secondary sources about the issues that led to the Brown v. Board decision and its effects. To assist them with gaining the skills necessary for historical inquiry, students must determine the relevance of the sources to the topic under study and assess their creditability, using the criteria of accuracy and bias, as they complete their study of these events. Students may use the Document Analysis Worksheets of the National Archives
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Expected Targets
2013 - 2014 [HAWAII DOE STUDENT LEARNING OBJECTIVES] to help them with this analysis. (http://www.archives.gov/education/lessons/worksheets/). They will then fill out a teacher-supplied graphic organizer to show their assessment of the sources.
Summative Assessment:
The students will use their knowledge of the effects of the Supreme Court decision Brown v.
Board of Education to assess the effects of the 2007 Supreme Court rulings on Meredith v.
Jefferson County School Board and Parents Involved In Community Schools v. Seattle School
District, No. 1. * They will also examine the connections of this ruling and the Brown ruling to the current issue of affirmative action admission policies in colleges and universities (and the legal challenges to them.) A Compare and Contrast Table can be utilized in this assessment. The assessment may be presented in a variety of ways e.g., through a short research paper, a digital medium, a performance, or debate, etc.
*The 2007 decision mandated that public schools in Louisville, KY and Seattle, WA couldn’t take explicit account of race to achieve integration.
Evidence will be collected periodically throughout the year. Rubrics/checklists/conversations will be used.
Rubric
4 is “Advanced.” 3 is “Proficient,” 2 is “Approaching Proficiency, “ and 1 is “Novice,”
4
Uses deep and/or detailed knowledge of historical periods to assess contemporary issues and decisions.
Consistently determine the relevance of the sources to the topic under study and assesses their creditability.
3
Uses knowledge of historical periods to assess contemporary issues and decisions.
Usually determines the relevance of the sources to the topic under study and assesses their creditability.
2
Uses minimal knowledge of historical periods to assess contemporary issues and decisions.
Sometimes determines the relevance of sources to the topic under and assesses their credibility.
1
Does not use knowledge of historical periods to assess contemporary issues and decisions.
Rarely determines the relevance of sources to the topics under study and assesses their credibility.
Expected target for each student performance group:
It is my expectation that, by the end of the year, 100% of the students will advance at least one level on a rubric that identifies the degree to which students are able to use knowledge of historical periods to assess contemporary issues and decisions, as well as determine the
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Instructional
Strategies
2013 - 2014 [HAWAII DOE STUDENT LEARNING OBJECTIVES] relevance of sources and assess their creditability.
Rationale for expected targets:
It is expected that the strategies used, combined with effective teaching as outlined in the
Danielson Framework, will result in these predicted scores. The varieties of ways to demonstrate student learning will help all students (including ELL and SPED) demonstrate their understanding in a manner that is best suited to their learning styles.
Instructional strategies for each level of performance
Teacher may use

Graphic Organizers e.g., o 4-Column Charts o Venn Diagrams o Fishbone Maps o Concept formation o Compare/Contrast o Similarities and Differences

Literacy strategies e.g., o SCIM-C (summarizing, contextualizing, inferring, monitoring, corroborating) strategy http://www.historicalinquiry.com/scim/) o Close reading used with sample documents. o Questioning

Classroom instructional strategies e.g., o Direct instruction o Various groupings o Pair share o Scaffolding o Take a stand
(http://activelearning.uta.edu/facstaff/assets/eduTake-A-Stand%20%20QEP.pdf) o Student/teacher conversations o Cooperative learning groups

Historical understanding and research strategies e.g., o The National History Day Model (http://www.nationalhistoryday.org/EightSteps.htm) o Constructing Compelling Questions (http://www.socialstudies.org/system/files/c3/C3-
Framework-for-Social-Studies.pdf) o Structured Academic Controversy
(http://teachinghistory.org/teaching-materials/teaching-guides/21731) o DBQs o Guidelines for weighing evidence o Guidelines for determining relevance of sources
T
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2013 - 2014 [HAWAII DOE STUDENT LEARNING OBJECTIVES]
Results
SLO Rating Scale
Teacher should attach the class record for students assessed. Teacher should also have available accompanying student assessments and scored rubrics.
Rating rubric for teachers with a class of 5 or more students.
☐
Highly Effective
☐
Effective
At least 90-100% of students met or exceeded
At least 75-89% of students met or exceeded expected
☐
Developing
At least 60-74% of students met or exceeded expected target.
☐
Ineffective
Fewer than 60% of students met or exceeded expected expected target. target.
Rating rubric for teachers with a class of 4 or fewer students.
☐
Highly Effective
☐
Effective target.
☐
Developing
Based on individual growth outcomes, all students met expected targets and some exceeded the targets.
Based on individual growth outcomes, all students met expected targets.
Based on individual growth outcomes, some students met or exceeded expected targets.
☐
Ineffective
Based on individual growth outcomes, no students met expected targets.
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