Greenbush HGSS Standards: It’s Not Pure Gold
Mission Statement An informed citizenpossesses the knowledge needed to understand contemporary political, economic, and social issues. A thoughtful citizenapplies higher order thinking skills to make connections between the past, present, and future in order to understand, anticipate, respond to, and solve problems. An engaged citizencollaborates, contributes, compromises, and participates as an active member of a community. The Kansas Standards for History, Government, and Social Studies prepare students to be informed, thoughtful, engaged citizens as they enrich their communities, state, nation, world, and themselves.
5 Standards Statements • Choices have consequences • Individuals have rights and responsibilities • Societies are shaped by beliefs, ideas, and diversity • Societies experience continuity and change over time • Relationships between people, places, ideas, and environments are dynamic
Think of it like this We are asking your students to learn about these 10 things • Choices • Consequences • Rights • Responsibilities • Beliefs • Ideas • Diversity • Continuity • Change • Dynamic (Changing) Relationships With these 4 points of view • Historic • Political • Economic • Geographic Simple Sophisticated K - 12
Benchmarks Each Standard has 4 Benchmarks asking students to engage in a process of • Recognizing and evaluating • Analyzing context and draw conclusions • Investigate and connect • Construct/create and justify/defend
What our kids know. We’ve taught our kids to recognize this as gold. But we haven’t taught them to recognize this as gold. Teachers have mined it, refined it, molded it, polished it and told students “This is gold!”
We need to let our kids work with the raw material • Students need to work with; • Primary sources • Research and Data • Multiple interpretations • Conflicting information • Challenging text
Its kind of like the difference between mining and archeology Mining Archeology
Education as Mining Archeology In archeology you carefully analyze the surrounding material to learn all that you can about the object you have discovered. In mining you discard all of the surrounding material (slag) to look for and obtain the nuggets of valuable material
Best Practices • Discuss multiple perspectives and disciplines • Recognize multiple causes and consequences • Use primary sources • Engage in intellectual work with a purpose • Engage in higher order thinking • Effectively communicate about various issues across the social studies disciplines • Employ multiple means of communication • Be able to research and construct knowledge
Literacy Expectations Reading a variety of primary and secondary sources so that it is possible to determine the meaning and main idea, identifying and analyzing evidence, relationships, and supporting details. interpret words, discipline-specific phrases, analyze text structure, identify purpose, bias, and point of view. evaluate an argument or claim citing evidence in support of, or against, the argument or claim. analyze two or more texts on the same topic drawing conclusions about the similarities and differences. comprehend complex and difficult text within the discipline. identify and evaluate critical information communicated in multiple forms of media.
Writing clearly and coherently to support a claim, or make an argument using evidence, logic, and reasoning. to inform or explain an event, relationship, position, or opinion. to tell a story. so that each example is open to revision and rewriting. by applying the appropriate technologies for the purpose and audience. by gathering multiple sources of information and integrating them into short and long term projects.
Communicating effectively by preparing and collaborating with diverse partners in conversations about topics within the discipline. evaluating information from various formats. presenting information and evaluation to others in a manner that is not totally written text. gathering and organizing information and evidence. designing and delivering a presentation on a specific topic. using multiple modes of communication and adjusting presentations to meet the requirements of the task or audience.
2013-14 Implementation • Get familiar with the HGSS Standards, Benchmarks, Best Practices, and Literacy Expectations • Determine a process for curriculum revision • Make a plan to communicate change to staff
Identify and promote successful instructional strategies • Create time to develop innovative unit and lesson plans • Designate resources for professional development and continuing education
Plan time and encourage the development of formative assessment processes • Begin to develop common assessments • Develop plans for district, building, and classroom; evaluation, intervention, and accountability
The HGSS Assessment is in Four Parts • Part I • Historical vignettes • Part II • General Prompt and Document Analysis • Part III • Construction of Knowledge • Part IV • Extended Analysis
Part I: Historical Vignettes This part of the assessment would provide content by way of historical vignettes asking a single enhanced and/or enabled multiple choice items based on a particular standard and benchmark. These questions will be designed to measure the student’s ability to use content in particular ways. The items would be matrixed across the classroom to insure the assessment of all standards and benchmarks 1-3. This is required so that we can demonstrate all standards are being assessed. (8 – 10 items)
Part II: General Prompt andDocument Analysis Students will select a unit of study and a particular standard. A general subject prompt will be provided to the student with excerpts from two documents on the topic. Students will be asked to demonstrate their knowledge and ability by answering questions about these document excerpts. (Teachers will have access to the list of documents associated with each unit , but not the particular excerpt.) Each document will have three multiple choice/mark enhanced or enabled items. One to measure the student’s knowledge of the source, purpose, or audience of the document, one to measure the student’s knowledge of the context of the document, and one to measure the student’s understanding of the content of the document.
Part III: Construction of Knowledge Is the general construction of knowledge giving the students an opportunity to discover any additional information they might feel would assist them in preparation for a final set of performance tasks. This is a time outside of the testing environment that allows the student to prepare for the performance task. This section allows the students to build their own expertise on the general subject.
Part IV: Extended Analysis No notes will be allowed for Part IV or any portion of the HGSS assessment. Students will be given specific prompts addressing benchmarks 1-3 they will select a single prompt to respond to. Students will then be given a second prompt addressing benchmark 4 asking the student to construct a claim and use evidence and argument to defend that claim. All response will have a 500 word limit.
Hand Scoring Part III Part IV Districts (Our hope is the classroom teacher) will be asked to score their own student’s essays with training and a rubric provided to them by KSDE. We will also ask teachers to grade an additional 10% so that we can assure reliability. Teachers will be able to hold students accountable for their performance. There will be no scores reported to CETE or to KSDE for Part III. This is an opportunity to hold students accountable for their preparation for the state assessment. Assigning grades for the completion of research tasks etc.