Welcome to Gear Up

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Welcome to Gear Up Preparing students for the
Social Studies Extended Response

• Pam Ampferer Saint Paul ABE

• John Trerotola Robbinsdale ABE

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The 2014 GED Social Studies Extended Response

• An Enduring Issue for Educators

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• 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.

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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 (schmidtsj_at_appstate.edu)
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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. History25 World History15 Geography15 Civics and Government25 Economics20 Questions come from the following areas Civics and Government50 U.S. History20 Economics15 Geography and the World15
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• 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

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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
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WHERE TO START?
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WHY THE EXTENDED RESPONSE?
The notion that learning comes about by
accretion of little bits is outmoded learning
theory. Current models of learningcontend that
learners gain understanding when they construct
their own knowledge and develop interconnections
among facts and concepts. Shepard
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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.
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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
(schmidtsj_at_appstate.edu)
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• Excerpt
• Section 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
• Speech
• In 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.

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Prompt In your response, develop an argument
about how President Johnsons 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.  
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Dont Panic

• Fight writers block and dont 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.

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TEACHERS SHOULD NOT PANIC EITHER!
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• 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

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Lets look at some of the reading skills specific
to the Social Studies test.
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Evaluate resources

• Stanford History Education Group

Read like a historian
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Differentiate between primary and secondary
documents.
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• SS Webinar\Reading Skills\Primary Secondary Def
  and Ex.pdf

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National Archives
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Practice with the important historical documents.
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• Go to Library of Congress Declaration of
  Independence

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(No Transcript)
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• SS Webinar\Reading Skills\LP Preamble Dec of In
  Pledge.pdf

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How Well Do Students Need to Know
Content? Reminder incorporate it into every
lesson, even if talking about summarizing!
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• PDF Webinar\Assesment Targets Content.docx

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Breaking Down the Prompt Its now time to take
students through the drafting process
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• 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

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Heres That Prompt Again
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• Excerpt
• Section 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
• Speech
• In 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.

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• FirstThink!
• Whats 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
  authors purpose in the second passage?

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ENDURING ISSUES What are they and, more
importantly, how do we teach them to our students?
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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.
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Sowhats an enduring issue?
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Match pictures and cartoons to enduring issues.

• Privacy vs Security

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Match Headlines

• Majority Rule
• States Rights vs Federal Power
• Individual Rights

• 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

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• SS Webinar\SS Assesment targets.docx

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More ways to teach enduring issues

• SS Webinar\Constitutional Principals\constitutionp
  rincipleshsms_eng_ver4.pdf

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Deliberating in a Democracy

• PDF Webinar\Deliberating in a Democracy.pdf

• Principals of Democracy Lesson

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• FirstThink!
• Whats 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
  authors purpose in the second passage?

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Use a prompt to teach related content and
enduring issue.

• Excerpt
• Government has no other end, but the
  preservation of property.
•  
  John Locke, 1690

• http//www.icivics.org

• I civics

• Speech
• This 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 . . .

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Looking at the attachment we sent

• PDF Webinar\Prompt Guiding questions Voting
  age.pdf

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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!

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Model the Process

• The 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.

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• 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 Johnsons 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.

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• 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 peoples 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 Americas races to be
  treated the same, every American citizen must
  have an equal right to vote.

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• 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.

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TIME FOR THE STUDENTS TO PRACTICE
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Idea. You may want to completely simulate the
testing environment and have students draft their
responses with no cheat sheets. Or, depending
on the students level, have them use graphic
organizers and other related tools for their
first attempt at a full response. Here are some
examples  
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ER Guidelines from GED Testing
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Writing Frame

• 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, ________________________________
• ____________________________________________

• ______________________________ 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, _____________________
  
• ___________________________________________

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Extended Response Graphic Organizer

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SUGGESTIONS FOR ASSESSMENT AND FEEDBACK OF
STUDENT WRITING
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• 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 (schmidtsj_at_appstate.edu page 17

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What if my students come to me with a response
that they drafted on the official practice test,
GED Ready?
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SUGGESTIONS FOR FEEDBACK
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Student Feedback sheet.

• SS Webinar\Evaluation Assessment\ER Rubric
  Blank.pdf

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• 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

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http//abspd.appstate.edu/teaching-resources
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You Tube Video
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teachingcivics.org
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Hopefully you have endured our discussion.