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Welcome to Gear Up – Preparing students for the Social Studies Extended Response
John Trerotola Robbinsdale ABE
Pam Ampferer Saint Paul ABE
The 2014 GED Social Studies Extended
ResponseAn “Enduring Issue” for Educators
Session Objectives
Give an overview of the 2014 GED Social Studies Extended Response Question.
Discuss the necessary reading and writing skills students will need to effectively answer the extended response.
Explore methods and strategies to incorporate social studies content while teaching the extended response.
Provide suggestions and resources for introducing students to the concept of an “enduring issue” and for finding the relationship between texts, evaluating evidence and related skills.
Show ways to model the extended response to students and have them draft their own essays for review and feedback.
Give a brief overview of assessment and feedback strategies for practice extended responses by students.
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
2014 GED Social Studies Safari, Steve Schmidt ([email protected])
2002 2014
The test contains 50 multiple-choice questions. The test takes around 70
minutes to complete.
The number of questions on the Social Studies test will vary. It takes around 90 minutes to
complete.
The test contains multiple-choice questions only.
The test includes an extended response item. It is suggested that test-takes use 25 minutes
to provide an analysis of primary and secondary source documents.
Extended response passages will range from 550 to 650 words.
Questions come from the following areas:• U.S. History—25%
• World History—15%• Geography—15%
• Civics and Government—25%• Economics—20%
Questions come from the following areas:• Civics and Government—50%
• U.S. History—20%• Economics—15%
• Geography and the World—15%
• The Social Studies ER requires the following skills …• Analyze ideas in two source texts.
• Recognize the context of the source materials for the prompt.
• Create an argument about how texts are related.
• Support claims with evidence drawn from the text.
• Incorporate elements from the passages into presentation of your own ideas.
• Incorporate content and background knowledge into the written response.
• Present ideas logically.
GEDtestingservice.com • GED.com
HOW IS IT SCORED?
Three-trait, Multi-dimensional Scoring Rubric
Responses scored based on three traits:
• Trait 1: Creation of arguments and use of evidence
• Trait 2: Development of ideas and structure
• Trait 3: Clarity and command of standard English conventions
MORE ON THAT LATER…
GEDtestingservice.com • GED.com
WHERE TO START?
WHY THE EXTENDED RESPONSE?
“The notion that learning comes about by accretion of little bits is outmoded learning theory. Current models of learning…contend that learners gain understanding when they construct their own knowledge and develop interconnections among facts and concepts.”
Shepard
The extended response asks students to unpack a
prompt, read source material, plan their response, type
it, and then edit/revise. Students should be able to
keyboard about 25 words per minute.
The enduring issue
An enduring issue is “an important topic or idea that may be subject to ongoing discussion throughout multiple eras of history. Enduring issues do not have easy solutions. Rather, they are ideas the American people wrestle with as new situations arise” (GED Testing Service). Many of the enduring issues concern first amendment rights like the freedom of speech. Others center on issues like the majority rules but must respect minority rights. The enduring issue is a one sentence quote or excerpt.
The later writing
The later writing is more recent and concerns how we view the enduring issue in a more modern context. It may be a speech, letter, or editorial. Before the later writing, the prompt writers outline the historical context that students are asked to discuss in the question.
The question
Always have students read this part first! It will ask students how the two writings tie together, to use evidence to back up their conclusions, and to include their own knowledge about the issue.
Page 14 | US History 1, Steve Schmidt ([email protected])
ExcerptSection 1. The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of race, color, or previous condition of servitude.
Section 2. The congress shall have the power to enforce this article by appropriate legislation.
Fifteenth Amendment, US Constitution 1870
SpeechIn this excerpt from his March 15, 1965 speech to Congress, President Lyndon B. Johnson outlines the need for a national voting rights act.
Our fathers believed that if this noble view of the rights of man was to flourish, it must be rooted in democracy. The most basic right of all was the right to choose our own leaders. The history of this country, in large measure, is the history of the expansion of that right to all of our people.
Many of the issues of civil rights are very complex and most difficult. But about this there can and should be no argument. Every American citizen must have an equal right to vote…
Yet the harsh fact is that in many places in this country men and women are kept from voting simply because they are Negros.
Every device of which human ingenuity is capable has been used to deny this right. The negro citizen may go to register only to be told that the day is wrong, or the hour is late, or the official in charge is absent. And if he persists, and if he manages to present himself to the registrar, he may be disqualified because he did not spell out his middle name or because he abbreviated a word on the application.
For the fact is that the only way to pass these barriers is to show a white skin….
In such a case our duty must be clear to all of us. The Constitution says that no person shall be kept from voting because of his race or his color. We have all sworn an oath before God to support and to defend that Constitution. We must now act in obedience to that oath.
Wednesday I will send to Congress a law designed to eliminate illegal barriers to the right to vote.
PromptIn your response, develop an argument about how President Johnson’s position in his speech reflects the enduring issue expressed in the excerpt from the United States Constitution. Incorporate the relevant and specific evidence from the excerpt, the speech and our own knowledge of the enduring issue and the circumstances surrounding voting rights to support your analysis.Type your response in the box. This task may require 25 minutes to complete.
Don’t Panic…
•Fight “writer’s block” and don’t try to be perfect.
•All writing is expected to be “on-demand, draft” quality.
•Monitor your time but get something down on paper.
•Any points earned are points earned towards a passing score.
TEACHERS SHOULD NOT
PANIC EITHER!
What students are saying about the extended response after taking the GED Ready social
studies practice test
•Unfamiliar Language in the documents
•Too much reading in such a short period of time
•Not having the necessary content background to understand the passages
•Not understanding the concept of an “enduring issue”
•Not knowing how to relate the two social studies ER passages to each other
Let’s look at some of the reading skills
specific to the Social Studies test.
Evaluate resources
Stanford History Education GroupRead like a historian
Differentiate between primary and secondary documents.
• SS Webinar\Reading Skills\Primary Secondary Def and Ex.pdf
National Archives
Practice with the important historical documents.
• Go to Library of Congress Declaration of Independence
• SS Webinar\Reading Skills\LP Preamble Dec of In Pledge.pdf
How Well Do Students Need to Know Content?
Reminder… incorporate it into every lesson, even if talking about summarizing!
• PDF Webinar\Assesment Targets Content.docx
Breaking Down the Prompt
It’s now time to take students through the drafting process…
So what is it our students need to do?
•Identify Enduring Issues
•Analyze the relationship between 2 source documents
This implies knowledge of context and background knowledge
Here’s That Prompt Again
ExcerptSection 1. The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of race, color, or previous condition of servitude.
Section 2. The congress shall have the power to enforce this article by appropriate legislation.
Fifteenth Amendment, US Constitution 1870
SpeechIn this excerpt from his March 15, 1965 speech to Congress, President Lyndon B. Johnson outlines the need for a national voting rights act.
Our fathers believed that if this noble view of the rights of man was to flourish, it must be rooted in democracy. The most basic right of all was the right to choose our own leaders. The history of this country, in large measure, is the history of the expansion of that right to all of our people.
Many of the issues of civil rights are very complex and most difficult. But about this there can and should be no argument. Every American citizen must have an equal right to vote…
Yet the harsh fact is that in many places in this country men and women are kept from voting simply because they are Negros.
Every device of which human ingenuity is capable has been used to deny this right. The negro citizen may go to register only to be told that the day is wrong, or the hour is late, or the official in charge is absent. And if he persists, and if he manages to present himself to the registrar, he may be disqualified because he did not spell out his middle name or because he abbreviated a word on the application.
For the fact is that the only way to pass these barriers is to show a white skin….
In such a case our duty must be clear to all of us. The Constitution says that no person shall be kept from voting because of his race or his color. We have all sworn an oath before God to support and to defend that Constitution. We must now act in obedience to that oath.
Wednesday I will send to Congress a law designed to eliminate illegal barriers to the right to vote.
First…Think!
•What’s the enduring issue in the first passage? What do you know about the issue or the person quoted?
•Next, what kind of information does the introduction to the second passage give you?
•Now look at the second passage. What does it tell me about the enduring issue? Does it support it or criticize it? Is it an example of the issue in a more modern context? What do you think is the author’s purpose in the second passage?
ENDURING ISSUES…
What are they and, more importantly, how do we teach them to our students?
An enduring issue reflects the founding principles of the United States and is an important idea that people often struggle with as new situations arise.
So…what’s an enduring issue?
Match pictures and cartoons to enduring issues.
Privacy vs Security
Match Headlines
• The U.S. 9th Circuit Court of Appeals in San Francisco on Thursday upheld the right of the federal government to impose a 55-m.p.h. speed limit on highways by threatening to withhold highway construction money from states." Los Angeles Times - September 1, 1989
? Majority Rule
? States Rights vs Federal Power
? Individual Rights
• SS Webinar\SS Assesment targets.docx
More ways to teach enduring issues• SS Webinar\
Constitutional Principals\constitutionprincipleshsms_eng_ver4.pdf
Deliberating in a Democracy
• Principals of Democracy Lesson
PDF Webinar\Deliberating in a Democracy.pdf
First…Think!
•What’s the enduring issue in the first passage? What do you know about the issue or the person quoted?
•Next, what kind of information does the introduction to the second passage give you?
•Now look at the second passage. What does it tell me about the enduring issue? Does it support it or criticize it? Is it an example of the issue in a more modern context? What do you think is the author’s purpose in the second passage?
Use a prompt to teach related content and enduring issue.http://www.icivics.org
• I civics
Excerpt
“Government has no other end, but the preservation of property.”
John Locke, 1690SpeechThis March 30, 1973 speech from Marlon Brando was delivered at the Academy Awards where he refused his award to protest the United States’ treatment of Native Americans.
For 200 years we have said to the Indian people who are fighting for their land, their life, their families and their right to be free: ''Lay down your arms, my friends, and then we will remain together. Only if you lay down your arms, my friends, can we then talk of peace and come to an agreement which will be good for you.''
When they laid down their arms, we murdered them. We lied to them. We cheated them out of their lands. We starved them into signing fraudulent agreements that we called treaties which we never kept. We turned them into beggars on a continent that gave life for as long as life can remember. And by any interpretation of history, however twisted, we did not do right. We were not lawful nor were we just in what we did . . .
Looking at the attachment we sent
• PDF Webinar\Prompt Guiding questions Voting age.pdf
Teach writing as a process• Unpack the prompt• Read the source material • Plan the response• Write the response • Edit the response
• It is important to model this process multiple times!
Model the ProcessThe US Constitution makes clear in the 15th Amendment the enduring principle that Americans have the right to vote regardless of “race, color, or previous condition of servitude.” In his March 1965 speech to Congress, President Johnson supports this enduring principle and asks Congress for a law to uphold this right.
• The enduring principle is explained in bold.
• The underlined shows the connection between the enduring principle and the later speech.
• In areas of the country, Negroes (African Americans) were denied the right to vote because of their skin color. Election officials worked to stop African Americans from voting by charging poll taxes or making them pass literacy tests. President Johnson’s speech shows the election workers’ true goal was to keep African Americans from voting when he said, “For the fact is that the only way to pass these barriers is to show a white skin.”
• Personal information on the historical context is in the first two sentences of the second paragraph.
• Italics show specific evidence from the text.
• Next, President Johnson shows his support of the enduring issue of voting rights for all races by describing what history and the Constitution says. He said that people’s basic rights in a democracy were the right to choose their leaders. The President quotes the Constitution which says that no one should be prevented from voting because of their race or color. He also said that in order for all of America’s races to be treated the same, “every American citizen must have an equal right to vote.”
• Italics show specific evidence from the text.
• Finally, President Johnson called for a national voting rights act to help African Americans. The 15th Amendment to the Constitution allows Congress to enforce voting rights for African Americans by passing “appropriate legislation.” At the end of his speech, President Johnson tells Congress that he will send them a bill to end the illegal acts that were stopping African Americans from voting that he wants Congress to pass.
• Transition words connect the last two paragraphs.
• The paragraphs bring in evidence from both passages and explain how they support the enduring principle.
TIME FOR THE STUDENTS TO PRACTICE
Idea….You may want to completely simulate the testing environment and have students draft their responses with no “cheat sheets”. Or, depending on the student’s level, have them use graphic organizers and other related tools for their first attempt at a full response.
Here are some examples:
ER Guidelines from GED Testing
Writing Frame• ______________________________ states the
enduring principle
• _________________________ (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, _____________________
___________________________________________
• 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, ________________________________
____________________________________________
Extended Response Graphic Organizer•
SUGGESTIONS FOR ASSESSMENT AND FEEDBACK OF STUDENT WRITING
Social Studies Extended Response Rubric
The Social Studies rubric is very similar to the Reasoning through Language Arts rubric and has the same 3 traits. Both rubrics ask students to:
• Write a response based on the prompt
• Back up an argument with evidence from the passage(s)
The main differences between the 2 rubrics are in trait 1.
An Extended Look at the Extended Response, Steve Schmidt ([email protected] page 17
What if my students come to me with a response that they drafted on the official practice test, GED Ready?
SUGGESTIONS FOR FEEDBACK
Student Feedback sheet.
• SS Webinar\Evaluation Assessment\ER Rubric Blank.pdf
Resources are available from GEDtestingservice.com. . .Instructor Resources•Item Samplers
– Includes complete answer explanations of the CR items with selected examples
•Assessment Guide for Educators– Includes the “official rubrics” with annotations
•ER and SA Resource Guides– Provide example responses at all score levels and score explanations
•ER and SA Scoring Tools– Walk you step-by-step through the evaluation of a student response
GEDtestingservice.com • GED.com
http://abspd.appstate.edu/teaching-resources
You Tube Video
teachingcivics.org
Hopefully you have endured our discussion….
