Social Studies Composite Exam TExES #232 Summer 2019 Transfer Academy for Future Teachers

Resources from the TEA Pearson Preparation Website https://www.tx.nesinc.com/TestView.aspx?f=HTML_FRAG/TX232_PrepMaterials.html Pearson Preparation Guide https://www.tx.nesinc.com/content/docs/232PrepManual.pdf 2

Exam #232 140 multiple choice questions Organization Standard Domain Competencies Competency Statements and Descriptive Statements Exam #232 140 multiple choice questions

Standards: Overall there are 10 standards for the Social Studies Composite Exam. Understand that these are general things the state needs to make sure you know as a teacher. SS 7-12 Standard I – The social studies teacher has a comprehensive knowledge of the social sciences and recognizes the value of the social sciences. SS 7-12 Standard II – The social studies teacher effectively integrates the various social science disciplines. SS 7-12 Standard III – The social studies teacher uses knowledge and skills of social studies, as defined by the TEKS to plan and implement effective curriculum, instruction, assessment, and evaluation. SS 7-12 Standard IV – History: The social studies teacher applies knowledge of significant historical events and developments, as well as of multiple historical interpretations and ideas, in order to facilitate student understanding of relationships between the past, present, and the future. SS 7-12 Standard V – Geography: The social studies teacher applies knowledge of people, places and environments to facilitate student understanding of geographic relationships in Texas, the United States, and the world. SS 7-12 Standard VI – Economics: The social studies teacher knows how people organized economic systems to produce, distribute and consume goods and services, and uses this knowledge to enable students to understand economic systems and make informed economic decisions. SS 7-12 Standard VII – Government: The social studies teacher knows how governments and structures of power function, provide order and allocate resources, and uses this knowledge to facilitate student understanding of how individuals and groups achieve their goals through political systems. SS 7-12 Standard VIII – Citizenship: The social studies teacher understands citizenship in the United States and other societies, and uses this knowledge to prepare students to participate in our society through an understanding of democratic principles of citizenship practices. SS 7-12 Standard IX – Culture: The social studies teacher understands cultures and how they develop and adapt, and uses this knowledge to enable students to appreciate and respect cultural diversity in Texas, the United States, and the world. SS 7-12 Standard X – Science, Technology, and Society: The social studies teacher understands developments in science and technology, and uses this knowledge to facilitate student understanding of the social and environmental consequences of scientific discovery and technological innovation. 4

Domains of the TExES Domain I Domain II Domain III Domain IV Domain V Domain VI Domain VII Domain Title World History US History Texas History Geography, Culture, Behavorial and Social Sciences Government and Citizenship Economics, Science. Technology and Society Social Studies Foundations, Skills, Research, and Instruction Percentage on the Exam 15% or 21 questions 20% or 28 questions 13% or 18.2 questions 18.2 question Standards Accessed SS 7-12 IV SS 7-12 V, IX SS 7-12 VII-VIII SS 7-12 VI, X SS 7-12, I, II, III Note: 48% of the exam is covered by the discipline of history. However, it covers world, US, and Texas history, and 48% is less than half of the exam grade!

Domain II US History: Competency 006 (Revolutionary Era and the Early Years of the Republic): The teacher understands significant historical events and developments of the Revolutionary Era and the early years of the Republic, including the foundations of representative government in the United States. 6

Is this going to be enough to help me pass the exam? Competency 006: (Revolutionary Era and the Early Years of the Republic): The teacher understands significant historical events and developments of the Revolutionary Era and the early years of the Republic, including the foundations of representative government in the United States. Demonstrates knowledge of individuals, events and issues that shaped the development of U.S. society during the Revolutionary Era and early years of the Republic. Analyzes causes of the American Revolution (e.g., mercantilism, British policies following the French and Indian War). Understands significant political and economic issues of the Revolutionary Era (e.g., taxation without representation, enforcement of the Navigation Acts, Lexington, Concord, winter at Valley Forge, Treaty of Paris of 1783). Demonstrates knowledge of the foundations of representative government in the United States (e.g., the Articles of Confederation and issues of the Philadelphia Convention of 1787, such as major compromises and arguments for and against ratification). Understands the origin and development of the American political system and political parties (e.g., Federalists, Democratic-Republicans, Jacksonian democracy, Whigs, Democrats). Analyzes the challenges confronted by the government and its leaders in the early years of the Republic and the Age of Jackson (e.g., economic programs and tariffs, court system, expansion of slavery, foreign relations, Indian removal). Is this going to be enough to help me pass the exam?

Diving Deeper into Preparing for the Exam Remember that the Preparation Guide is designed to help you prepare for your exam. The Texas Standards (TEKS) are designed to help you prepare students to pass the STARR test. The state is testing YOU to make sure you can teach THEM what is covered on the exam. Therefore, it makes sense to use the TEKS to help you prepare for the exam. However, you need to make sure that you are using both the Preparation Guide and the TEKS! 8

Competency 006 and 8th Grade US History TEKS The beginning teacher: Demonstrates knowledge of individuals, events and issues that shaped the development of U.S. society during the Revolutionary Era and early years of the Republic. Analyzes causes of the American Revolution (e.g., mercantilism, British policies following the French and Indian War). Understands significant political and economic issues of the Revolutionary Era (e.g., taxation without representation, enforcement of the Navigation Acts, Lexington, Concord, winter at Valley Forge, Treaty of Paris of 1783). Demonstrates knowledge of the foundations of representative government in the United States (e.g., the Articles of Confederation and issues of the Philadelphia Convention of 1787, such as major compromises and arguments for and against ratification). Understands the origin and development of the American political system and political parties (e.g., Federalists, Democratic-Republicans, Jacksonian democracy, Whigs, Democrats). (4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: (A)  analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War; (B)  explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington; 9

US History Practice Question Which of the following would have voted for Thomas Jefferson in the election of 1800? A wealthy merchant from New York A small farmer from Virginia A lawyer from Massachusetts A banker from Pennsylvania Rationale: While there is no one document that states exactly who voted for Thomas Jefferson in 1800, we can look at this question from a couple of perspectives. First of all, people tend to vote for people that represent their best interests. Therefore we need to know, what Jefferson ran on. Thomas Jefferson is associated with the yeoman farmer and representing the interests of the agricultural economy. Therefore, it would only make sense that he would be supported by farmers. Secondly, you could also make the case that since he was from Virginia, he might have the support of other Virginians. 10

Competency 006 and 8th Grade US History TEKS The beginning teacher: Demonstrates knowledge of individuals, events and issues that shaped the development of U.S. society during the Revolutionary Era and early years of the Republic. Analyzes causes of the American Revolution (e.g., mercantilism, British policies following the French and Indian War). Understands significant political and economic issues of the Revolutionary Era (e.g., taxation without representation, enforcement of the Navigation Acts, Lexington, Concord, winter at Valley Forge, Treaty of Paris of 1783). Demonstrates knowledge of the foundations of representative government in the United States (e.g., the Articles of Confederation and issues of the Philadelphia Convention of 1787, such as major compromises and arguments for and against ratification). Understands the origin and development of the American political system and political parties (e.g., Federalists, Democratic-Republicans, Jacksonian democracy, Whigs, Democrats). (4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: (A)  analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War; (B)  explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington; 11

So…How do I study for this exam. Where do I start. How do I prep So…How do I study for this exam? Where do I start? How do I prep? And are there tips for helping me answer the questions? A basic understanding of the goals of the exam will help. What is the state hoping to accomplish by testing you to certify you to teach? They are making sure you know the content of the subject matter. They are making sure you can integrate that knowledge across disciplines. They are making sure you can teach these subjects so your students will pass their exam. The best approach to take is to look for what the state needs you to do as a teacher so your students will pass their exam. Start with what the state is telling you to know for the exam. This is in the preparation guide. Then review what the state requires of the students in the TEKS. Look for issues, events, and people that overlap on both. Arm yourself with enough background knowledge to get through each question. When you take the exam, make sure you have enough background information on all of your subjects. When you approach some questions, remember that you may need to reason them out. Start with what you know about that person, event, or issue. How can that background knowledge help you reason through the question? Take your time and think through each one. 12

Let’s get going! What questions do you have? We are here to help! 13

Conclusion The TExES exam #232 is a tough exam! Prepare yourself well in advance. Seek out all of the resources at your disposal, on campus, from your faculty, and from your program. We are here to help! 14