Social Studies Key Topics for Student Success Notes Packet
Steve Schmidt
Appalachian State University
abspd.appstate.edu
Notable Quote:
“The greater part of our happiness or misery depends upon our dispositions, and not upon our circumstances.”
― Martha Washington
Thank You!
Thank you so much for attending today’s workshop! To make this worth your time, the workshop is designed to give you several lessons you can immediately use in class using free or inexpensive materials and limited prep time.
Questions about the GED?
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Agenda
8:30 – 10:15 Extended Response Scaffolding
Primary Source HSI
10:15 – 10:30Break
10:30 – 12:00Integrating Data
12:00 – 1:30Lunch
1:30 – 3:00 Social Studies Thinking Skills
3:00 – 3:15 Break
3:15 – 4:30The Great Debate: Voter ID
Lesson 1: Extended Response Scaffolding
The purpose of this lesson is to help students succeed on the Social Studies extended response. They will gradually build the skills necessary to write the extended response as they practice unpacking the enduring issue, picking out clues about the context of the historical time period, and seeing how the enduring issue and later writing fit together.This lesson is designed to be completed over five class periods. Use the principles of direct and explicit instruction as you teach these lessons. Direct instruction is based on the principle “I do, we do, you do.” The instructor is doing more of the work at the beginning of the lesson as they model for students the thinking necessary to complete the assignment. As students gain more comfort, move into the “we do” phase where the instructor and students are working together on the skill. Finally in the “you do” phase, the students are doing most of the work while the instructor monitors their progress.
Directions
1. Class 1: Give students an overview of the GED Social Studies Extended Response by using the two page handout “The Three Parts of the Prompt.” This handout can be used along with the YouTube video: How to Write the GED 2014 Social Studies Extended Response.
2. Class 2: Use the handout “Social Studies Extended Response Practice Part 1.” It asks students to match enduring issues to their meanings. Model for students several examples of how to unpack the enduring response. Then, have students work in groups to complete the worksheet. Go over the answers as a class.
3. Class 3: Use the handout “Social Studies Extended Response Practice Part 2” which asks students to write the meanings of the enduring issues in their own words. Model several examples for students. If possible, have students work in small groups on this worksheet. Go over the answers as a class.
4. Class 4: Use the handout“Social Studies Extended Response Practice Part 3” which asks students to match enduring issues with a paragraph from a later speech. Review with students the handout “The Three Parts of the Prompt” that shows how the enduring issue and later writing may tie together. Model an example for students. If possible, have students work in small groups on this worksheet. Go over the answers as a class.
5. Class 5: Use the handout “Social Studies Extended Response Practice Part 4.” The new part in this exercise is showing students that the sentence prior to the later speech gives information about the historical context they can use in their writing. If possible, have students work in small groups on this worksheet. Go over the answers as a class.
GED 2014 Assessment Targets Used:
USH.aKey historical documents that have shaped American constitutional government
1. Key documents and the context and ideas that they signify / GED 2014 Social Studies Practices Used:
Evaluating reasoning and evidence
Analyzing relationships between texts
Writing analytic responses to source texts
Lesson 2: Primary Source HSI
The “Understanding Primary Sources” graphic organizers can be used to help students unpack any primary source. A primary source is an original historical document such as a letter or diary entry. Primary sources are one of the main tools that historians use to help them understand the time period they are studying.Directions
1. Students will need the handouts with the five HSI exhibits and five “Understanding Primary Sources” graphic organizers.
2. Model for students how to use the graphic organizer by using the Declaration of Independence example. If you have time, it would be helpful to start with a blank graphic organizer and use the Declaration of Independence as a model. Otherwise, you can model for students how to complete the graphic organizer by modeling with Exhibit 1. (Students can listen to the recording of Exhibit 1 if there is Internet access.)
3. Have students complete the “Understanding Primary Sources” graphic organizers for each of the five exhibits. If possible, have them work in small groups. When students have completed the five exhibits, have them complete the “HSI Drawing Conclusions” worksheet.
4. As a class, discuss the “HSI Drawing Conclusions” worksheet. Reinforce the point from Exhibit 1 that the events in St Augustine during the summer of 1964 helped to pass the Civil Rights Act of 1964.
GED 2014 Assessment Targets Used:
USH.d Civil Rights
1. Jim Crow laws
3. Civil Rights Movement / GED 2014 Social Studies Practices Used:
Drawing conclusions and making inferences
Determining central ideas, hypotheses and conclusion
Analyzing events and ideas
Analyzing purpose and point of view
Integrating data presented in different ways
Evaluating reasoning and evidence
Lesson 3: Integrating Information
These mini lessons are designed to help students integrate information presented in different ways. There are three lessons: Sectionalism before the Civil War, Watergate, and the 1824 Election.Directions for the Sectionalism Lesson
Use a think aloud to model for students how to interpret the graph, chart, and map. Then using the information from the think aloud, answer the questions.
Directions for Watergate Lesson
1. To gain background information, have students watch the YouTube video Watergate Spelled Out (Revised)
2. Model for students how to read graphs explaining that they tell a story as we read them from left to right
3. Model for students how to understand political cartoons. Use the TACO graphic organizer.
Directions for the 1824 Election Lesson
Divide students into two groups for a jigsaw learning activity. Have one group become an expert on the
map and the other on the 12th Amendment. Then bring members of both groups together to answer the
questions.
GED 2014 Assessment Targets Used:
CG.b.3 Constitutionalism
CG.b.5 Checks and balances
CG.b.6 Separation of powers
CG.b.7 Rule of law
CG.c.1 Structure, powers, and authority of the
federal executive, judicial, and legislative
branches
CG.e.3 Political campaigns, elections, and the
electoral process
USH.c.2 Sectionalism
USH.g.8 Richard Nixon and the Watergate scandal / GED 2014 Social Studies Practices Used:
Drawing conclusions and making inferences
Determining central ideas, hypotheses and conclusion
Analyzing events and ideas
Interpreting meaning of symbols, words and phrases
Integrating content presented in different ways
Reading and interpreting graphs, charts, and other
data representation
Lesson 4: Social Studies Thinking Skills
DirectionsThe thinking skills activities are designed to be short, stand-alone activities that can be done at the beginning of a class. They use Webb’s Depth or Knowledge levels two and three thinking skills. The instructions for each of the five activities are given in the handouts section.
GED 2014 Assessment Targets Used:
This material can be used to help student’s
understanding of any GED 2014 Assessment Targets / GED 2014 Social Studies Practices Used:
Drawing conclusions and making inferences
Determining central ideas, hypotheses and conclusion
Analyzing events and ideas
Interpreting meaning of symbols, words and phrases
Analyzing purpose and point of view
Evaluating reasoning and evidence
Writing analytic responses to source texts
I’ve Been Thinking . . .
About 80% of the questions on the current generation of high school equivalency exams (GED, TASC, HiSET) ask students to do something beyond basic recall skills. They focus on Webb’s Depth of Knowledge Levels 2 and 3.
Webb’s DOK Level 2 – Working with Skills and Concepts
Questions at this level require students to compare or contrast people, places, events, and concepts. They may also ask students to convert information from one form to another, classify or sort items into categories, or explain issues and problems. Students may also be asked to describe or explain patterns, cause and effect, significance or impact, relationships, points of view, or processes.
At level 2, “describe” or “explain” goes beyond a general description and explains how and/or why a particular result was obtained.
To help students develop these skills, the teacher:
ShowsFacilitates
ObservesEvaluates
OrganizesQuestions
To develop these skills, the student:
Solves problemsCompiles
ConstructsApplies use of knowledge
Illustrates
Possible student products:
Draw an illustration Do a presentationMake a relationship mind map
Participate in a simulation Conduct an interviewComment on a blog
Classify a series of steps Write a diary/journal entryBuild a model
Create a scrapbook Make a game Write an explanation
Explain the meaning
Webb’s DOK Level 3 – Short Term Strategic Thinking
Questions at level three ask students to use skills like analysis and evaluation to solve real-world problems. Students are asked to explain their reasoning when making a choice between arguments. Key level three tasks include analyze, explain and support with evidence, generalize, and create.
To help students develop these skills, the teacher:
ProbesEvaluates
ObservesGuides
OrganizesQuestions
ClarifiesServes as a resource
To develop these skills, the student:
DiscussesUncoversArgues
DebatesJustifiesTests
ExaminesQuestionsThinks deeply
JudgesDisputesCompares
AssessesDecidesSelects
Possible student products:
Use a Venn Diagram
Design a questionnaire
Survey group members
Draw a flow chart
Classify the actions of a book character
Prepare a report
Conduct an investigation to produce information to support a point of view
Write a letter to the editor
Prepare and conduct a debate
Write a persuasive speech
Form a panel to discuss various viewpoints
Prepare a case to present a view
Create a graph
Produce a spreadsheet
Adapted from Webb’s Depth of Knowledge Guide: Career and Technical Education Definitions (2009)
Higher Level DOK Questions Need More Wait Time
As we incorporate higher level thinking skills in class, remember wait time. The average instructor waits less than ______second(s) for an answer after asking a question. Students need time to think before responding. Work on extending wait time to at least seven seconds after answering a question.
Guide to Creating Good Questions to Promote Higher Level Thinking
Q / Quality – Questions should be clear, relevant, and written in appropriate languageU / Understanding – Good questions lead to a better understanding of the subject
E / Exploration – Questions should encourage students to dig deeply into the content and context
S / Spark Conversation – Questions should encourage debate and discussion
T / Think Creatively – Questions should prompt students to see new possibilities
I / Iterative (Repeated) – Key questions should be revisited as students’ knowledge grows
O / Open-Ended – Ask questions that do not have just one right answer
N / Nurtures Higher Order Thinking – Questions ask students to consider why and how
Adapted from Rigor By Design
DOK Question Stems
DOK 2What caused ______to happen?
Can you explain how ______affected ______?
How would you apply what you learned about ______to develop ______?
What pattern do you notice in ______?
What category could we put ______in ?
How would you summarize ______?
How would you compare ______to ______?
How would contrast ______with ______?
What is an example (or non-example) of ______?
DOK 3
What conclusions can you draw about ______?
What different conclusion can you draw about ______?
Can you predict the outcome if ______?
What is your interpretation of this text/these texts? Support your answer with evidence from the text.
How does text A connect with text B? Support your answer with evidence from the text.
What would happen if ______? Why?
How is _____ similar to ______?
How is _____ different from ______?
How can you apply what you learned about ______in ______?
How did the change in ______affect ______?
Did ______really cause ______? Why or why not?
Did ______really affect ______? Why or why not?
How could you solve ______?
How else could you solve ______?
How is ______a misconception about ______?
Adapted from Collins
Lesson 5: Voter ID: The Great Debate
DirectionsThis lesson will take place over several class periods. Students may need one to two class periods to prepare for the debate and one class period to have the debate.
1. Let students know they will be preparing for a debate. In the debate, they will choose to either argue that Georgia requiring an official picture ID in order to vote is a good idea or a bad idea.
2. Have a guided discussion where students read aloud and fill out a graphic organizer about the three articles: “Despite Voter ID Law, Minority Turnout Up in Georgia,” “Getting a Free Voter ID,” and “Voting in a State Where No Photo ID is Required.” Model for students how to fill out the graphic organizer as the class moves through the readings. Once students understand how to fill out the graphic organizer, they can work more independently.
3. Make sure studentshave plenty of reasons for why requiring a picture ID to vote is a good idea and why requiring the picture ID to vote is a bad idea.
4. This debate is designed to be done with four students but could be done with two. Have students use the “Great Debate Guide” to organize the debate. Two students will speak on the pro side (requiring photo voter ID is a good idea) and two students will speak on the con side (requiring photo voter ID is a bad idea). Before the debate begins, each team of two should decide who will present the different reasons (arguments) in their speech. Each side should also come up with some questions to ask the other side.
5. After the debate, debrief with the class and have them summarize the major arguments on each side.
GED 2014 Assessment Targets Used:
CG.d Individual Rights and Civic Responsibilities
2. Personal and civil liberties of citizens
CG.ePolitical Parties, Campaigns, and Elections in American Politics
3. Political campaigns, elections and the electoral process
CG.f Contemporary Public Policy / GED 2014 Social Studies Practices Used:
Determining central ideas, hypotheses and conclusion
Analyzing events and ideas
Analyzing purpose and point of view
Evaluating reasoning and evidence
Analyzing relationships between texts
Resource Round Up
1. Calculator Scavenger Hunt
Knowing how to use the TI 30 XS calculator is essential for student success on the GED. In fact, sending students in to take the math test without their knowing how to use the calculator is like sending them into battle unarmed! A resource that can help is the TI 30 XS calculator scavenger hunt. This resource covers 15 essential calculator skills and can be found by Googling: ti 30xs scavenger hunt abspd
2. Newsela Leveled texts
Newsela has articles on health, kids, money, law, and other subjects in the news. The reading levels of the texts can be changed depending on the needs of your students. It is found at