2014 GED
SOCIAL STUDIES
SAFARI
Steve Schmidt
Professional Development
Appalachian State University
Website: http://abspd.appstate.edu | Email: schmidtsj@appstate.edu
WORKBOOK CONTENTS
2014 GED Social Studies Overview ............................................................................................................ 3
The Really Big Reason Not to Worry About The 2014 GED Is... ................................................................ 5
Other Reasons We Should Not Be Afraid of 2014 GED ............................................................................ 5
This Day in History ..................................................................................................................................... 5
How Well Do Students Need to Know Content? ...................................................................................... 6
A Close Reading Strategy ........................................................................................................................... 8
Close Reading Strategy Practice ................................................................................................................ 9
GED 2014 Technology Skills ..................................................................................................................... 11
Free Technology Resources ..................................................................................................................... 12
Reader’s Theater – Lesson Plan Ideas ..................................................................................................... 14
Quick Writes ............................................................................................................................................ 15
GED 2014 Extended Responses ............................................................................................................... 17
Teach Writing as a Process ...................................................................................................................... 18
Do What? Unpacking Prompts! ............................................................................................................... 19
Social Studies Extended Response Prompt ............................................................................................ 20
Extended Response Answer Guidelines for Social Studies ..................................................................... 22
Rubric for Social Studies Extended Response ......................................................................................... 24
Student Social Studies 1 .......................................................................................................................... 25
Student Social Studies 2 .......................................................................................................................... 26
Student Social Studies 3 .......................................................................................................................... 27
Teach Writing Using Think Alouds .......................................................................................................... 28
Practice Under Pressure .......................................................................................................................... 28
Social Studies Graphic Organizer ............................................................................................................. 29
GED 2014 Social Studies Extended Response Prompt ............................................................................ 30
Teaching Using Models: Social Studies .................................................................................................... 31
Writing Frames – Social Studies .............................................................................................................. 32
Please Look At These Resources From GEDtestingservice.com .............................................................. 34
Other Resources From Your Colleagues .................................................................................................. 34
Where Can I Find this Packet?
http://abspd.appstate.edu/teaching-resources
Where Can We Ask Questions About GED 2014?
Email questions to:ged2014@gedtestingservice.com
Group Matching Assessment Targets
Card masters are available at http://abspd.appstate.edu/node/378
Page 2 | 2014 GED Social Studeis Safari, Steve Schmidt (schmidtsj@appstate.edu)
2014 GED Social Studies Overview
TIME
QUESTIONS
1 Hour
35
30 Minutes
CONTENT

Civics and Government – 50%

US History – 20%

Economics – 15%

Geography – 15%
FORMAT

65 minute objective (see test
items below)

25 minute extended response
(separately timed, cannot go
back to the first section)
2014 GED Score Ranges
GED Honors
170 - 200
Passing
150 - 169
Below Passing
100 - 149
Test Items
 More than half of the test items are multiple choice with four answer choices
 Other test items will be technology related and include drop down menus, drag and drop, fill in the blank
with a number, and hot sports (click on a sensor to select the correct answer on a chart, graph, or map)
 Stimulus materials are primary sources (something written during the time period like a diary) and
secondary sources (analyzes primary sources like a textbook) as well as text, maps, tables, and graphs
 Each question is aligned to both content and a social studies practice
Extended Response
 Students will be given 25 minutes to analyze two source documents and write a response
 The extended response is 18% of the total test score
Page 3 | 2014 GED Social Studeis Safari, Steve Schmidt (schmidtsj@appstate.edu)
Webb’s Depth of Knowledge (DOK)
 Webb’s DOK describes how complex the thinking is that students do to complete a task


Level 1 (recall, identify, describe who, what, when, where, why) - 20%
Levels 2/3 (describe relationships, cause and effect, summarize) – 80%
Social Studies Practices
 1. Drawing conclusions and making inferences
 2. Determining central ideas, hypotheses and conclusion
 3. Analyzing events and ideas
 4. Interpreting meaning of symbols, words and phrases
 5. Analyzing purpose and point of view
 6. Integrating data presented in different ways
 7. Evaluating reasoning and evidence
 8. Analyzing relationships between texts
 9. Writing analytic responses to source texts
 10. Reading and interpreting graphs, charts, and other data representation
 11. Measuring the center of a statistical data set
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The Really Big Reason Not to Worry
About The 2014 GED Is...
“The passing standard for high school equivalency was normed on graduating high
school seniors, and the pass rate on the individual content area tests is comparable
to what it was for the 2002 series.”
- Martin Kehe, VP Product Development, GED Testing Service
The high school class of 2013 who did the norming study were not used to
Common Core based assessments like GED 2014.
Other Reasons We Should Not Be Afraid of 2014 GED
1. We survived the transition from GED 1988 to GED 2002 which featured a much harder math test.
2. The increased rigor of GED 2014 is a good thing since it will better prepare students for postsecondary
success. Currently only 12 percent of adult basic skills students are successful in completing a postsecondary credential (Crossing the Bridge, GED Testing Service). Today’s competitive economy demands a
postsecondary credential for a living wage job. “Postsecondary education is not a nice thing for the few
but a must for the many.”
3. There are more resources available than ever before!
This Day in History
Google: This day in history or
Navigate to: http://www.history.com/this-day-in-history
Page 5 | 2014 GED Social Studeis Safari, Steve Schmidt (schmidtsj@appstate.edu)
How Well Do Students Need to Know Content?
Directions: Questions 35-37 refer to the following excerpt.
Our first priority is making America a magnet for new jobs and manufacturing. . . .
So tonight, I’m announcing the launch of three more of these manufacturing hubs, where
businesses will partner with the Departments of Defense and Energy to turn regions left
behind by globalization into global centers of high-tech jobs. And I ask this Congress to help
create a network of fifteen of these hubs and guarantee that the next revolution in
manufacturing is Made in America.
– President Barack Obama,
State of the Union Address, 2013
35. In these remarks, what was President Obama proposing?
A.
B.
C.
D.
party platform
public policy
congressional reform
executive appointments
36. Which statement best summarizes President Obama’s proposal?
A.
B.
C.
D.
Government should partner with industry to develop high-tech centers in regions experiencing decline.
Congress should pass laws requiring industry to keep their manufacturing in the United States.
The secretaries of the Departments of Defense and Energy should create 15 high-tech hubs.
Congress should begin working on a plan to convince high-tech global industries to move to the United
States.
37. President Obama’s proposal reflects an important role of the government. What is that role?
A.
B.
C.
D.
making a profit
establishing trusts
setting monetary policy
creating fiscal policy
Page 6 | 2014 GED Social Studeis Safari, Steve Schmidt (schmidtsj@appstate.edu)
Directions: Questions 38-40 refer to the following chart.
POLITICAL SYSTEMS
Absolute monarchy: a government where the king or queen’s word is law
Constitutional monarchy: a monarchy that has elected representatives and a constitution
Direct democracy: a government where the people have a direct voice and vote in the
government
Representative democracy: a democracy where people select delegates to represent them
Oligarchy: a government in which a small group of people rule
Totalitarianism: an extreme type of dictatorship in which a leader controls the political,
economic, and social life of a country
38. During World War II, Benito Mussolini ruled Italy and had total control over the country. What was the
political system in Italy during this period?
A.
B.
C.
D.
absolute monarchy
direct democracy
oligarchy
totalitarianism
39. Which political system does the US have?
A.
B.
C.
D.
constitutional monarchy
direct democracy
representative democracy
oligarchy
40. How are a constitutional monarchy and a representative democracy similar forms of government?
A.
B.
C.
D.
Both pass laws without the people knowing about the laws.
Both include an elected legislature.
Both have a ceremonial leader with no real power.
Both are governments of the few.
Source: Common Core Basics Social Studies, McGraw Hill
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A Close Reading Strategy
1. Introduction
Provide some context (background) for the text. The instructor reads the text aloud. The students read the
text independently.
2. Number The Paragraphs
Number each paragraph in the left hand margin. This will help locate information.
3. Chunk: 1–3 / 4 / 5-6 / 7-8
Chunking breaks a large, overwhelming text into manageable sections. Look where natural breaks are where
the author shifts focus. Tell students where to group at first (as in the example above) and then allow them to
group on their own over time.
4. Circle Key Terms
Have students circle key words in the text. Key words could be: Words that are repeated throughout the text if you only circle 5 key words in a text, you should have a good idea what the reading is about.
5. Underline the Claims
Instead of asking students to underline “the important stuff,” have them underline the author’s claims, the
specific belief statements the author makes. Authors usually make several belief statements in a paper.
6. Left Margin: Summarize
In the left margin, have students summarize each chunk (step 3) in 10 words or less.
7. Right Margin: Text Marking
In the right margin, have students do some text marking such as:
✔- I knew this before
! – This is new to me
? – Not sure what this means
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Close Reading Strategy Practice
1. Number the paragraphs
4. Underline claims
2. Chunk paragraphs: 1 / 2 / 3
5. Left margin: Summarize
3. Circle key words
6. Right margin: Text marking
The Atomic Bombing of Japan in August 1945
It was very necessary to drop the atomic bomb on Japan to end World War
II. During the Pacific island hopping military campaigns leading up to August
1945, the Japanese demonstrated time and again near fanatical resistance. They
typically refused to surrender. On Saipan the Japanese committed mass suicide
instead of giving up. During the battle for Okinawa they unleashed kamikaze
attacks, suicide missions where planes loaded with fuel attempted to crash into
American ships. In defending their home islands, their resistance would even be
greater. Japan’s military leadership was planning an all-out fight against the
invasion of their home islands including 3500 kamikaze attacks and 5000 suicide
boats. While the Japanese lacked supplies, they still had an army of 2.3 million
troops prepared to defend to defend their homeland. The government was also
arming civilians; even young children were given sharpened bamboo sticks and
being trained in how to kill.
Some argue that it would have been better to offer a demonstration of the
atomic bomb’s power to Japanese officials instead of dropping it on civilians. At
the time, the United States had only two atomic bombs ready with a third
scheduled for completion in late August. Using one on a test was risky. What if
the test failed? What if the Japanese walked away from the test more
determined to fight on than ever? Developing additional atomic weapons would
take months more of effort prolonging the long and bloody war and leading to
many more people being killed.
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While there were over 200,000 casualties in Hiroshima and Nagasaki,
continuing the war would have brought many more. Military leaders estimated
that at least 250,000 to 1 million American soldiers would have been killed and
tens of millions of Japanese during an invasion. Five hundred thousand Purple
Heart medals, those given to wounded soldiers, were manufactured in advance
of the invasion.
Some argue that using atomic weapons was a war crime. War crimes are
violations of the international rules of warfare and include such things as murder
and deporting civilians to slave labor camps. The atomic bomb attacks did none
of these things and helped end the war more quickly. After all, isn’t allowing a
devastating war that kills thousands of people daily to continue the ultimate war
crime?
Finally, using the atomic bomb fully demonstrated the terrifying horror of
this new weapon for the whole world to see. An atomic weapon has not been
used in war since August 1945. Even though nations have developed stockpiles
of these weapons, they have never been used. With the demonstration of
nuclear weapons in 1945, have we prevented a nuclear World War III from
occurring?
Video Used for Context: Truman’s Ultimatum Regarding Hiroshima (YouTube)
Bo tto m Line: Students must read like a __________________
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GED 2014 Technology Skills
Keyboarding
Can your students:
☐ Type approximately 25 words per minute, fast enough to complete a 500 word extended
response in 45 minutes?
☐ Use the keys: space bar, return/enter, shift, arrows, delete, backspace, tab?
☐ Use the numbers and punctuation keys?
Using A Mouse
Can your students use a mouse to:
☐ Point to an area or word on screen?
☐ Left click, right click, double click?
☐ Highlight and select text?
☐ Cut, copy, and paste text?
☐ Select an object or window by clicking on it?
☐ Drag an object to a new location?
☐ Open/close a pop-up window?
☐ Select one or more radio and/or check buttons?
☐ Scroll horizontally and vertically?
Navigation
Can your students:
☐ Use the screen navigation commands previous/next?
☐ Navigate multiple windows?
☐ Navigate toolbars and drop-down menus?
☐ Navigate screen tabs?
☐ Use the undo and redo operations?
☐ Mark a section/question as a “Flag for Review” and
return to section/question as needed?
Page 11 | 2014 GED Social Studeis Safari, Steve Schmidt (schmidtsj@appstate.edu)
Free Technology Resources
GCF Learn Free
This free site guides students in learning how to use a mouse and computer basics as well as helping students
learn Microsoft Office applications like Word and Excel.
Google: gcf learn free or www.gcflearnfree.org
Typing Web
This free site helps students learn keyboarding.
Instructors can register students to monitor their progress.
Google: typing web or www.typingweb.com
Technology Website Handout
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History as Story
 Google: Andy Griffith and Paul Revere’s Ride
 Google: Riding the Rails: Hobo Kids During the Great Depression
 Book: Presidential Anecdotes (Boller)
 Google: America: The Story of US History Channel
 9 hours of video to supply history background
 Episode guides and lesson plans are available
Economics Skits
 http://abspd.appstate.edu/teaching-resources
Reader’s Theater – Women’s Suffrage
 http://abspd.appstate.edu/teaching-resources
Economics – Kingdom of Mocha
 http://abspd.appstate.edu/teaching-resources
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Reader’s Theater – Lesson Plan Ideas
Directions
1. Divide students into small groups. Explain to them that reader’s theater is a way of dramatizing a story by
turning the information of a particular text (novel, short story, poem, newspaper article, history textbook
chapter, speech, whatever) into a script, and then performing it — but without the need to memorize lines,
create props or make or wear costumes.
2. Either assign or allow each group to choose a section of text from a piece the class is studying.
3. Allow time for groups to translate their texts into scripts. Encourage students to think about what particular
people are saying (or, in the case of an internal monologue, thinking) and doing in the piece they’ve chosen.
Have them think about where those characters are while they are speaking, whom they are speaking to (if
anyone) and whether or not the words are being thought or said aloud. In addition to dialogue, have students
write specific stage directions and acting notes. Tell students to consider what role a narrator would play in
their scripts, including, perhaps, controlling stage directions, transitions, and other parts of their created
scripts.
4. Have each group assign various roles. Besides characters, each group should have a narrator, and if desired,
someone who provides a “soundtrack” for the action. (The “soundtrack” person can create background noises,
noises created from character’s actions, and can coordinate noises from the other group members to create a
more impressive effect. For example, reading in unison will create a louder, more powerful noise than one
person reading alone.)
5. Have individual students practice reading their scripts silently. If they are unsure of any words, encourage
students to use a dictionary and practice enunciating each word until it can be spoken comfortably and clearly.
6. Next, allow time for individual students to practice reading their scripts out loud. Encourage students to
project their voices and experiment, perhaps, with exaggerated facial expressions and hand gestures to make
the emotions of each character clear. For students portraying characters, ask them to think about how that
character would sound. Would he or she have a funny voice? How would the character feel about what’s
happening in the story? Ask students to consider how their respective characters would stand or move.
7. Have groups perform their selections for the class, in chronological order if they are each doing sections of
the same long piece. Encourage the audience to listen carefully and write down any questions they may have
about the action or dialogue.
8. During the last five minutes of class, ask students to describe the easiest and hardest aspects of translating
a text into a live performance.
9. Though Reader’s Theater is usually without elaborate costumes, props, lighting or music, if there is
additional time in class or for homework, students might be invited to work on simple versions of each of
these.
Source: New York Times Learning Network
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Quick Writes
A Quick Write helps students think about a topic before, during, and after reading. Students are asked to
respond to a question or prompt related to a text and should write down whatever comes to their mind
without worrying about grammar or organization.
The writing topics are related to a text and may be:



Summaries of learning
An explanation of a concept or vocabulary
A prediction, inference, or hypothesis
Give students from 2 to 10 minutes to write and be sure you as the instructor write too. Quick Writes can be
used as part of instruction, assessment, or discussion. They help bring out the writer in students, build their
writing confidence, and help their reading skills too!
Prompt
What information did you learn about interdependence from this passage?
Did you know the microprocessor that lives in a laptop computer is a
world traveler? It begins life as a pile of quartz chips and charcoal at a factory in
Brazil. After being heated and processed, it is sent for more refining to a German
factory. After being formed into blocks of polysilicon, it goes to Japan where it is
made into tiny circular wafers. These thin disks are then shipped to the United
States where Intel Corporation turns them into microprocessors by adding
hundreds of tiny chips. They then journey for testing to the Philippines where
more circuitry is added and testing takes place.
(continued on next page)
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Continuing its journey, the chips move to a factory in China where they
are placed on the laptop’s motherboard along with many other components
made in Southeast Asia. The motherboard, along with the other parts of the
computer including the battery, hard drive and keyboard, are assembled at
another Chinese factory. Finally, the completed laptop is shipped to the United
States for distribution. The other parts that make up this computer come from
as many as 50 countries on six continents including steel from Russia, copper
from Chile, glass from Korea and lithium from Zimbabwe.
So what’s the point of knowing how well traveled a laptop is? The global
makeup of the laptop computer is a great example of an economic concept
called interdependence. Interdependence means we rely on others to make or
do things we do not make or do ourselves. No one country has all the raw
materials it needs to produce the products it wants to sell. So, it must trade with
other countries to get the materials it needs. Most all the other manufactured
goods we buy have similar stories of raw material mining and finished product
processing taking place around the globe. The next time you see a laptop;
remember the amazing global journey it had just to reach you!
My Quick Write
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
The Bo tto m Line fo r GED 2014 W riting: W rite Like a ____________
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GED 2014 Extended Responses
On the 2002 GED Writing Test, a student who failed the essay failed the test. On the 2014 GED, students can
score 0 points on the extended response and still pass the Reasoning Through Language Arts and Social
Studies test (although it is close to 20% of the test score!).
Social Studies
Grading: The grading rubric is very similar to Reasoning through Language Arts except in Trait 1 students must
show the connection between an enduring issue and another text and provide some historical context.
Scoring: Students can score up to 4 points. Their total score is then doubled and added to the number of
correct answers on the rest of the test to get their raw score. The raw score is then converted to a scale score
that runs from 100 to 200.
Writing about Reading: What-Why-How Chart
What? What does the author think about the topic?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
WHY?
These are the author’s reasons
for thinking this way.
HOW?
These are the author’s support, evidence
and/or examples for each reason.
Adapted from GED Testing Service
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Teach Writing as a Process
Teach students to tackle writing assignments using a process. A process is a standard method for doing
something. For example, use URPWE as a process for writing extended responses and short answers.
U = Unpack the prompt – What are you being asked to do?
R = Read the source material
P = Plan the response
W = Write the response
E = Edit the response
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Do What? Unpacking Prompts!
When we unpack a prompt, we ask
ourselves, “What am I supposed to do?”
Social Studies
The standard format of a Social Studies prompt is:
1. Directions on what students should write
2. Time Limit: 25 minutes
Let’s Practice:
Prompt
In your response, develop an argument about how Gerald Ford’s 1974 speech reflects the enduring issue in
the quotation from the United States Constitution. Incorporate relevant and specific evidence from the
excerpt, the letter, and your own knowledge of the enduring issue and the circumstances surrounding the
case to support your analysis.
Type your response in the box. This task may require 25 minutes to complete.
DO (LOOK FOR VERBS)
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WHAT
Social Studies Extended Response Prompt
Excerpt
“All, too, will bear in mind this sacred principle, that though the will of the majority is in all cases to prevail,
that will, to be rightful, must be reasonable; that the minority possess their equal rights, which equal laws
must protect, and to violate which would be oppression.”
-- Thomas Jefferson, 1801
Letter
June 15, 1943
To the Editor:
Students and teachers across this land say the pledge of allegiance each day to honor a republic committed to
liberty and justice for all. That commitment was reaffirmed yesterday by the Supreme Court’s ruling in West
Virginia State Board of Education v. Barnette. The ruling struck down as unconstitutional West Virginia’s
directive that schoolchildren must daily salute the flag while reciting the pledge of allegiance or face expulsion.
The Barnettes challenged the compulsory salute and pledge because it conflicts with their religious beliefs as
Jehovah’s Witnesses. Even so, the Court did not make its ruling based on freedom of religion. Instead, the
decision was based, in large part, on freedom of speech.
Our Constitution places certain rights beyond the reach of government officials and beyond the reach of what
the majority likes. The freedom of speech is certainly such a right. Yesterday’s ruling not only affirmed the
freedom of speech but expanded it to include the right not to speak. The Court has made clear that the
government cannot force people to say things they do not believe.
As our nation fights a worldwide war, it is natural to seek the reassurance that comes from a shared sense of
patriotism. As a society, we have looked to our public schools to help develop a love of a country in our young
people. But do we want patriotism that is “demonstrated” by government-mandated expressions of allegiance
by students (or any citizen)? Of course we do not!
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We want a nation which commands our love and respect because the government does not infringe on
personal beliefs and protects the rights of all citizens. Yesterday’s ruling helps ensure that that is the type of
nation in which we and our children will live!
Amelia Parsons
Wheeling, West Virginia
Prompt
In your response, develop an argument about how the author’s position in her letter reflects the enduring
issue expressed in the excerpt from Thomas Jefferson. Incorporate relevant and specific evidence from the
excerpt, the letter, and your own knowledge of the enduring issue and the circumstances surrounding the
case to support your analysis.
Type your response in the box. This task may require 25 minutes to complete.
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Extended Response Answer Guidelines for
Social Studies
Please use the guidelines below as you answer the Extended Response question on the Social Studies test.
Following these guidelines as closely as possible will ensure that you provide the best response.
1. You will have up to (but no more than) 25 minutes to complete this task. However, don’t rush
through your response. Be sure to read through the passage(s) and the prompt. Then think about the
message you want to convey in your response. Be sure to plan your response before you begin
writing. Draft your response and revise it as needed.
2. As you read the quotation and passage, think carefully about the enduring issue expressed in the
quotation given. An enduring issue reflects the founding principles of the United States and is an
important idea that people often grapple with as new situations arise.
3. When you write your essay, be sure to
□ develop an argument about how the ideas expressed by the author of the passage are related to the
excerpt or quotation that is presented first
□ support your explanation with multiple pieces of evidence, using ideas from both the
quotation or excerpt and the passage
□ incorporate your own knowledge of the topic’s background and historical context into your
response
□ answer the prompt directly by staying focused on the passage and the quotation or excerpt
throughout your response
□ defend your assertions with multiple pieces of evidence from the passage(s)
□ build your main points thoroughly
□ put your main points in logical order and tie your details to your main points
□ organize your response carefully and consider your audience, message, and purpose
□ use transitional words and phrases to connect sentences, paragraphs, and ideas
□ choose words carefully to express your ideas clearly
□ vary your sentence structure to enhance the flow and clarity of your response
□ reread and revise your response to correct any errors in grammar, usage, or punctuation
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How will the Social Studies Second Passage Relate to the Enduring Issue (First Passage)?
- It might support or criticize the issue
- It may be an example of the issue
- It might explain the issue in a more modern context
Questions to ask:
- What does the second passage tell me about the enduring issue in the first passage?
- What is the author’s purpose in the second passage: explain, give an example, interpret, support, or
criticize the enduring issue?
Page 23 | 2014 GED Social Studeis Safari, Steve Schmidt (schmidtsj@appstate.edu)
Rubric for Social Studies Extended Response
Social Studies
Score
1 Creation of Arguments and Use of Evidence
2
Does a prompt-based argument connect the 2 source texts?
1
Do multiple pieces of text-based evidence support the argument?
0
Does the student’s own knowledge also support their argument?
2 Development of Ideas and Organizational Structure
1
Are there several well developed ideas?
0
Are the ideas well organized and flow from one idea to the next?
Is there an awareness of audience (formal style/objective tone)?
3 Clarity and Command of Standard English Conventions
1
Are there different sentence types?
Does the grammar get in the way of understanding?
Is it long enough to show students can use Standard English?
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0
Student Social Studies 1
Amelia Parson's letter reflects upon Thomas Jefferson's quote about how minorities cannot be mob ruled if we
are to truly be free.
Amelia talks about West Virginia State Board of Education v. Barnette, in which children were mandated to
pledge allegiance to the flag. She rightfully stated sided with the dissenters.
Amelia says “Our Constitution places certain rights beyond the reach of what the majority likes. The freedom
of speech is such a right."
Jefferson would certainly agree with this, since he firmly believed that the minority have an equal level of
rights that are to be protected. Having such rights so far outside the realm of public or private hands helps to
ensure that we all have as close to fair treatment as possible.
Amelia talks about our nation fighting in World War 2, and that patriotism in these times is a great sense to
share with one another. However, she has the clarity to see that mandating allegiance is not patriotism at all.
Jefferson would most likely agree with this, since he believed that infringing on these rights was considered
oppression.
Amelia says "We want a nation which commands our love and respect because the government does not
infringe on personal beliefs and protects the rights of all citizens."
Amelia has the clarity to see that people love a place where they can be themselves, and will fight for it. This is
exactly the type of foundation that Jefferson had fought for years ago.
Score Trait 1 __________
Trait 2 __________ Trait 3 __________
Page 25 | 2014 GED Social Studeis Safari, Steve Schmidt (schmidtsj@appstate.edu)
Student Social Studies 2
Thomas Jefferson states very clearly, and without faltering, that while the country will be represented by the
desires of the majority, that the rights of the minority will not be infringed upon in the process. Ms. Parsons
demonstrates that the country continues to uphold this principle almost 150 years after Thomas Jefferson
made that statement.
In the issue at hand the United States Supreme Court struck down a mandate that all students recite the
Pledge of Allegiance and salute the flag each morning. In some situations, such as in the case of the Jehovah's
Witnesses, saying the Pledge while saluting the flag violates their religious beliefs, and so therefore of religion.
However, it was not ruled to be a violation of their freedom of religion, but rather of their freedom of speech,
to say or not say what they desired.
There is nothing wrong with asking children to say the Pledge of Allegiance, as pointed out by the author. It is
wrong, nevertheless, to require that this be done under penalty of punishment. It resonates with Nazi
idealisms of the time, that you would salute Hitler and obey the Nazi regime or face death or internment. We
as a people were appalled by these revelations, but West Virginia, in their desire to prove the patriotism of
their students, attempted to take the United States one step closer to this fanaticism. Despite that, the
Supreme Court struck down the law and prevented one of the most basic freedoms we as Americans hold
dear from being trampled upon by a majority opinion.
Score Trait 1 __________
Trait 2 __________ Trait 3 __________
Page 26 | 2014 GED Social Studeis Safari, Steve Schmidt (schmidtsj@appstate.edu)
Student Social Studies 3
Thomas Jefferson expressed in 1801 that all people, including those in the minority, should have "equal rights,
which equal laws must protect" and anything less would be oppression; he considered this to be a "sacred
principle". In Amelia Parsons' 1943 Letter to the Editor, more than 100 years after Thomas Jefferson expressed
his opinion on the subject, she details the exact same sentiments about a court decision that had just taken
place. In West Virginia State Board of Education v. Barnette, the Supreme Court ruled that children would not
be forced to say the pledge of allegiance if they did not want to. Apparently, the decision did not stem so
much from the Court's desire to protect freedom of religion, but rather to protect freedom of speech. As
Amelia states in her letter, “[the] ruling not only affirmed the freedom of speech but expanded it to include
the right not to speak". The Court ruling in favor of American’s right to not speak was a powerful decision. This
ruling declared that the American government is not allowed to force Americans to say something that they
don't want to say, regardless of their reasons. Because this case was ruled under a desire to maintain freedom
of speech rather than freedom of religion, those who choose not to speak do not have to explain themselves;
those who choose not to say the pledge of allegiance do not have to prove that they're of a religion that
forbids it. To paraphrase Amelia, although an individual may not say the pledge of allegiance it does not mean
that they do not respect and love their country; rather they love their country because they don't have to say
it.
Score Trait 1 __________
Trait 2 __________ Trait 3 __________
Page 27 | 2014 GED Social Studeis Safari, Steve Schmidt (schmidtsj@appstate.edu)
Teach Writing Using Think Alouds
When we teach writing using think alouds, we show students what is going on in our heads as we write. This
provides students with a model they can follow as they write and shows them good writing is not magic but a
process they can learn.
The video used to demonstrate
this technique is found here:
http://www.youtube.com/watch?v=gsYFqnk_AFM&feature=youtu.be
Practice Under Pressure
We can create similar conditions that students will face on the GED 2014 extended responses/short answers
so students will be ready when they take the actual test. Give students the same time limit they have on GED
2014: 45 minutes for RLA, 25 minutes for Social Studies, and 10 minutes for Science. To really get a feel for
the actual test, have students keyboard their responses on a computer.
Sample prompts can be found at:
 GED Testing free practice tests: http://www.gedtestingservice.com/educators/freepracticetest
 ABSPD website: http://abspd.appstate.edu/ase-la-2-using-research-writing
 Writing for the GED Test 3, New Reader’s Press, pgs. 51 – 60, 70 – 71.
 Make your own by finding reading passages online and creating your own prompts.
Page 28 | 2014 GED Social Studeis Safari, Steve Schmidt (schmidtsj@appstate.edu)
Social Studies Graphic Organizer
Passage 2 Relates To The Enduring Issue In Passage 1 By
First Way Passage 2 Relates To Passage 1
Evidence From Text
My Knowledge Of The Issue
Second Way Passage 2 Relates To Passage 1
Evidence From Text
My Knowledge of The Issue
Conclusion – Summarize Your Main Points
Page 29 | 2014 GED Social Studeis Safari, Steve Schmidt (schmidtsj@appstate.edu)
GED 2014 Social Studies Extended Response Prompt
Quotation
“This Constitution, and the Laws of the United States which shall be made in Pursuance thereof; and all
Treaties made, or which shall be made, under the Authority of the United States, shall be the supreme Law of
the Land.”
- United States Constitution, Article Six, 1788
Speech
In this excerpt from his August 9, 1974 speech on becoming President, former Vice President Gerald R. Ford
addresses the country after becoming the first unelected President of the United States when he took office
after Richard Nixon resigned during the Watergate scandal.
The oath that I have taken is the same oath that was taken by George Washington and by every President
under the Constitution. But I assume the Presidency under extraordinary circumstances never before
experienced by Americans. This is an hour of history that troubles our minds and hurts our hearts.
I am acutely aware that you have not elected me as your President by your ballots, and so I ask you to confirm
me as your President with your prayers . . . . . If you have not chosen me by secret ballot, neither have I gained
office by any secret promises. I have not campaigned either for the Presidency or the Vice Presidency. I have
not subscribed to any partisan platform. I am indebted to no man, and only to one woman–my dear wife–as I
begin this very difficult job.
I have not sought this enormous responsibility, but I will not shirk it. Those who nominated and confirmed me
as Vice President were my friends and are my friends. They were of both parties, elected by all the people and
acting under the Constitution in their name. It is only fitting then that I should pledge to them and to you that I
will be the President of all the people.
Our Constitution works; our great Republic is a government of laws and not of men. Here the people rule.
. . . .I now solemnly reaffirm my promise I made to you last December 6: to uphold the Constitution, to do
what is right as God gives me to see the right, and to do the very best I can for America.
Prompt
In your response, develop an argument about how President Ford’s position in his speech reflects the
enduring issue expressed in the quotation from the United States Constitution. Incorporate the relevant and
specific evidence from the quotation, the speech and your own knowledge of the enduring issue and the
circumstances surrounding Gerald Ford’s becoming President to support your analysis.
Type your response in the box. This task may require 25 minutes to complete.
Page 30 | 2014 GED Social Studeis Safari, Steve Schmidt (schmidtsj@appstate.edu)
Teaching Using Models: Social Studies
The excerpt from Article 6 of the United States Constitution says the
Constitution is “the supreme law of the land.” This shows the enduring
principle that the United States government is founded based on laws
as spelled out in the Constitution. In his 1974 speech, President Ford
supports this enduring principle that the United States is a country
founded on laws.
Ford’s speech was given just after President Nixon resigned because of
Watergate. President Ford makes it clear that “our great Republic is a
government of laws and not of men” and that even the President of the
United States is not above the law. The Constitution is our country’s law
and political power rests in it, not any one person.
Also, President Ford further supports this enduring principle when he
says “our Constitution works.” This means that the United States
government has continued for 200 years in spite of all the challenges we
have had as a country. Even a President resigning and a new one taking
office does not change does not change how the Constitution works.
The enduring principle is explained
in bold
The underlined shows the
connection between the enduring
principle and the later speech.
Personal information on the
historical context is in the first
sentence of the second paragraph.
Specific evidence from the text is
shown in italics
Transition words like also and
finally connect paragraphs
together
Finally, President Ford goes on to say that he was appointed based on
laws made by people “acting under the Constitution.” People were not
acting on their own authority but were directed by the laws in the
Constitution. So, President Ford supports the enduring principle that the The paragraphs bring in evidence
Constitution is the law of the land in the United States in his 1974 speech from both passages and explain
when he became President.
how they support the enduring
principle
Page 31 | 2014 GED Social Studeis Safari, Steve Schmidt (schmidtsj@appstate.edu)
Writing Frames – Social Studies
________________________________________________________________ states the enduring principle of
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________ (explains, supports, criticizes, gives an example of) the enduring principle by
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
The first way ___________________ (explains, supports, criticizes, gives an example of) the enduring
principle is by ______________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
The evidence for this is ______________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
During this time in history, ____________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Page 32 | 2014 GED Social Studeis Safari, Steve Schmidt (schmidtsj@appstate.edu)
The second way ___________________ (explains, supports, criticizes, gives an example of) the enduring
principle is by ______________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
The evidence for this is _______________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
During this time in history, ___________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
In conclusion, ______________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Page 33 | 2014 GED Social Studeis Safari, Steve Schmidt (schmidtsj@appstate.edu)
Please Look At These Resources From
GEDTestingService.com:
 A Teacher’s Guide. A self-paced, eight-week program to help busy educators organize and apply the range
of training resources available about the 2014 GED test.
 The Assessment Guide for Educators. This in-depth guide to the 2014 GED test covers a range of topics
including the 2014 GED test’s alignment with the common core and the scoring rubrics for extended
response.
 The GED Test: A Content Comparison. A breakdown of the similarities between the 2002 Series GED Test
and the 2014 GED test as well as a summary of the changes by content area.
 The 2014 GED Test Webinar Archive. A series of seven webinars that cover the latest detailed information
pertaining to the 2014 GED test including The Wonderful World of GED Testing Technology, Webb’s Depth
of Knowledge, and 2014 GED Test 101.
 The Item Samplers. Item Samplers closely resemble the operational test interface complete with Depth of
Knowledge (DOK) levels and detailed answer explanations.
 TI-30XS Calculator Introduction Video. The TI-30XS demonstration video shows how the new on-screen
calculator will function for the 2014 GED test.
 2014 GED Program FAQs. An extensive list of frequently asked questions about the 2014 GED program.
Other Resources From Your Colleagues:
Page 34 | 2014 GED Social Studeis Safari, Steve Schmidt (schmidtsj@appstate.edu)