Annie Caldwell and Missy LaCroix

• Name
• School
• How long have you been teaching?
• What do you teach (besides government)
• What do you hope to gain by attending these review sessions.

• TWBAT examine the Core Learning Goals, formats, and expectations for the Government HSA exam in order to develop their course for the coming school year.

• Introductions
• Review of Outcomes and Agenda
• Jaywalking Video and Discussion
• Review of State Curriculum and BCPS Curriculum
• Practice Using the State Curriculum CLG’s, Expectations, and Indicators
• Structure of the H.S.A.
• Writing on the H.S.A.
• Political Cartoons on the H.S.A.
• Helpful Websites
• H.S.A. Review Sessions
• Reflection Questions and Closing

Goal
Goal 1
Goal 2
Goal 3
Goal 4
Understanding the S.C.
(State Curriculum)
State Curriculum Website
Core Learning Goals
Content
Political Science
Foreign Policy and Types of Government
Geography, Demographics, and Land Use
Economics

H.S.A. Overview and Planning
State Curriculum (SC) Government Units
• Unit 1 – Purposes, Forms, and Types of Political and Economic Structures
• Unit 2 – Foundations and Principles of Government and the Constitution.
• Unit 3 – Legislative Branches (National, State, and Local)
• Unit 4 – Executive Branches (National, State, and Local)
• Unit 5 – Judicial Branches (National and State)
• Unit 6 – Domestic and Foreign Policy
• Unit 7 – Participation in Government

H.S.A. Overview and Planning

State Curriculum and
BCPS Curriculum Alignment
SC Goal
Goal 1
Goal 2
Goal 3
Goal 4
Connection to BCPS Curriculum
BCPS Units 1-7
BCPS Units 1 and 6
BCPS Units 3,4, and 6
BCPS Units 1 and 6

Understanding the State Curriculum
Language
Format for objectives in the V.S.C.:
In the language of the objectives, the use of “ including” referrers to content students should know.
The use of “ such as” refers to content that may be used as examples, but students are not required to know.

Understanding the State Curriculum
Language Examples
Format for objectives in the V.S.C. Examples:
• Explain the powers denied to the national and state governments including: bills of attainder, ex post facto laws and the suspension of habeas corpus in the Constitution.
• Describe how the Constitution provides for checks and balances, such as legislative overrides of vetoes.

Government H.S.A.
90 Minute Course 2014 Pacing Guide
Unit
Unit 1 24 A/B Days (12 Days Per Class with Flex Day) August 27 th – October 1 st
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Review for H.S.A.
28 A/B Days (14 Days Per Class with Flex Day) October 2 nd – November 12th
28 A/B Days
(14 Days Per Class with Flex Day)
November 13 th – January 5th
28 A/B Days
24 A/B Days
(14 Days Per Class with Flex Day)
(12 Days Per Class with Flex Day)
January 6 th – February 17th
February 18 th – March 23rd
24 A/B Days
(12 Days Per Class with Flex Day)
8 or More A/B Days
(4 Days Per Class or More)
March 24 th – May 5th
May 5 th – H.S.A. Date
Unit 7
# of A/B Days
10 or More A/B Days (5 Days Per Class or More)
Suggested Dates
End of H.S.A. – Final Review
Final Exam Review 6 or More A/B Days
(3 Days Per Class or More)
Final Review – End of Year

Government H.S.A.
90 Minute Course 2014 Pacing Guide

Helpful Government H.S.A. Websites
HSAexam.com
• Exam Resources
• Lesson Plans
State HSA Site www.mdk.12.org
.
• Assessment Limits http://mdk12.org/assessments/clg/government.html#
• Teaching Suggestions
• Practice Test Items
Online Course https://msde.blackboard.com/webapps/portal/frameset.jsp?tab_tab_group_id=_104_1
• Remediation lessons
• Resources

Applying the Core Learning Goals
For Example: Use the provided Core
Learning Goals packet to identify the goal, indicator, and objective for each of the HSA questions.
Place the answer on the sticky note and place it on the poster.

Applying the Core Learning Goals
Use the provided Core Learning
Goals packet to identify the goal, indicator, and objective for each of the HSA questions.
Place the answer on the sticky note and place it on the poster.
Record 2.2.1 on the sticky note

H.S.A Checklist

Structure of the H.S.A.
• The Government tests are either taken on paper or on the computer.
• Tests contain selected response questions and constructed response items (scored on the 4 point H.S.A. Rubric)
• Tests also utilize graphs, political cartoons and pictures for students to analyze and answer questions about.
• The test is broken into three sections:
H.S.A.
Session 1 Break
Government 45 minutes 5 minutes
Session 2 Break Session 3
45 minutes 5 minutes 45 minutes

2013 Question / Goals Breakdown

Types of Questions Seen on the H.S.A.
Selected Response Items

Types of Questions Seen on the H.S.A.
Quotes

Types of Questions Seen on the H.S.A.
Graphics / Charts

Types of Questions Seen on the H.S.A.
Political Cartoons

Types of Questions Seen on the H.S.A.
Multi-Step

Commonly Found Words on the H.S.A.

Copies of Previously Released Government H.S.A.’s
The items on the Public Release Forms of the Government High School Assessment represent a fair measure of the Social Studies Core Learning Goals for Government — Political Systems,
Peoples of the Nation and World, Geography, and Economics. Users of these items should take into consideration the following information:
• All items have been taken from previously field tested forms, have produced good psychometric data, and are statistically reliable.
• Each form is approximately 30 minutes shorter than the version students will take during a formal test administration because the forms do not include field test items.
• There are items of all difficulty levels (easy, medium, and hard) on the public release forms.
• Each item represents only one way to measure an indicator.
• The items measure students' skills and knowledge of content as directed by the Core
Learning Goal indicators as designated for the Government High School Assessment.
• All item formats — selected response, brief constructed response, and extended constructed response — are represented.

Copies of Previously Released Government H.S.A.’s http://mdk12.org/assessments/high_school/index_bd.html

Practice Taking the H.S.A.
http://mdk12.org/assessments/high_school/index_d.html

HSA Study Guide

H.S.A. Writing Rubric

Practice Scoring Constructed Response
Items with the Rubric
• Your group will be given 4 constructed response items which range in scores from 1 to 4.
• Your group will have to decide which constructed response item you would give a score of 1, 2, 3, and 4 to. Place the score on a post-it note on the response paper.
• Be ready to share your findings and explain why you assigned the scores to each of the responses.

Practice Scoring Constructed Response
Items with the Rubric
Constructed Response Example:
In a civil case, plaintiffs and defendants often reach out-of court settlements instead of bringing a case to trial.
• Describe the advantages and disadvantages of an out-of-court settlement.
• Should judges and attorneys encourage out-of-court settlements? Explain why or why not.
• Include examples and details to support your answers.
Rank each constructed response item from 1-4 using your H.S.A. Rubric

Constructed Response Item “A”
Score: 3 points
Explanation:
This response shows some understanding of the issues involved in out-of-court settlements. The student provides accurate, supported concepts by addressing the potential advantages (speedy resolution; reduced fees) and disadvantages (agreement may not follow the law; plaintiff may not get as much money). In the analysis of the legal system and the evaluation of why these types of settlements may be unwise (our court system was built to interpret the laws), some evidence of higher order thinking is demonstrated.

Constructed Response Item “B”
Score: 2 points
Explanation: This response shows knowledge of issues surrounding out-of-court settlements. Appropriate ideas are provided (it is faster; probably get closer to what you want; they could fight or do something they wouldn’t do in a court). A key idea is then completed (judges should only encourage out-ofcourt settlements if it is a small situation, otherwise judges should hear the case to make the best decision to benefit both the people).

Constructed Response Item “C”
Score: 4 points
Explanation: This response shows understanding of the issues surrounding outof-court settlements. Accurate, well supported concepts are given
(courts are extremely backed up; costs money to the taxpayer).
Powerful evidence of higher order thinking is provided in the analysis of how out-of-court settlements benefit individual interests and hinder community interests (justice may not entirely prevail and lawful behavior is, to a certain extent, discouraged as it seems money can buy immunity) and in the insightful deduction that encouraging these settlements is, in essence, discounting the
Constitution (it is their {judges and attorneys} duty to enforce laws according to their interpretation of the Constitution; Constitution does not provide for individuals who wish to save themselves bad publicity and therefore pay to avoid court cases).

Constructed Response Item “D”
Score: 1 point
Explanation:
This response shows minimal knowledge. A couple of skeletal ideas are provided (goes by faster; judges and attorneys…do less work) to describe the advantages and disadvantages of out-of-court settlements.

The RACER strategy can be used to help struggling writers answer constructed responses effectively:
R estate the question in your opening sentence.
A nswer the bulleted points
C ite examples
E xplain your examples
R estate the question in your conclusion

Example of How to Use RACER Strategy

Words (not all cartoons include words)
1.Identify the cartoon caption and/or title.
2.Locate three words or phrases used by the cartoonist to identify objects or people within the cartoon.
3.Record any important dates or numbers that appear in the cartoon.
Level 2
Visuals
2.Which of the objects on your list are symbols?
3.What do you think each symbol means?
Words
4.Which words or phrases in the cartoon appear to be the most significant? Why do you think so?
5.List adjectives that describe the emotions portrayed in the cartoon.
Level 3
A.Describe the action taking place in the cartoon.
B.Explain how the words in the cartoon clarify the symbols.
C.Explain the message of the cartoon.
D.What special interest groups would agree/disagree with the cartoon's message? Why?
From the National Atchives
Interpreting Political Cartoons
Level 1
Visuals
1.List the objects or people you see in the cartoon.
The TACOS Strategy
TIME: When was the cartoon created? Look for a date if there is one. What else was happening historically at this time?
ACTION: What is going on in the cartoon? What are the people doing? What is happening?
CAPTION: What does the cartoon label say? What do you think it means? Are there any other words in the cartoon? Is there any dialogue? Can you tell the “tone” of the cartoon?
OBJECTS: What familiar objects or people do you recognize in the cartoon? (Identify two or three)
Are there any of the people or objects that are exaggerated in size or action?
SUMMARY: Based on the action, caption, and objects, what do you think the author was trying to communicate?

Government H.S.A. Review Sessions for Teachers
#1 – September 23 rd – Principles of Govt and Writing Introductions
#2 – October 14 th – Constitution, Amending Process, and BoR
#3 – November 11 th - Executive Branch
#4 – December 2 nd - Legislative Branch
#5 – December 16 th - Applying the Legislative Branch
#6 – January 13 th – Writing
#7 – February 10 th – Judicial Branch
#8 – March 10 th – Geography
#9 – March 24 th – Economics
#10 – April 21 st – Monetary Policy
#11 – May 5 th – Foreign Policy
#12 – May 12 th – Review Strategies

Reflection Questions
1. What did you learn today that you feel will help you in planning your Government course this year?
2. What is one thing that you learned about the
Government H.S.A. today that you did not know before?

Annie Caldwell – acaldwell@bcps.org
Missy LaCroix mlacroix@bcps.org