Government H.S.A. 101 Annie Caldwell and Missy LaCroix

Introductions Name School How long have you been teaching? What do you teach (besides government) What do you hope to gain by attending these review sessions.

Outcomes TWBAT examine the Core Learning Goals, formats, and expectations for the Government HSA exam in order to develop their course for the coming school year.

Agenda Introductions Review of Outcomes and Agenda Jaywalking Video and Discussion Review of State Curriculum and BCPS Curriculum Practice Using the State Curriculum CLG’s, Expectations, and Indicators Structure of the H.S.A. Writing on the H.S.A. Political Cartoons on the H.S.A. Helpful Websites H.S.A. Review Sessions Reflection Questions and Closing

Understanding the State Curriculum and BCPS Curriculum

Understanding the S.C. (State Curriculum) Core Learning Goals GoalContent Goal 1Political Science Goal 2 Foreign Policy and Types of Government Goal 3 Geography, Demographics, and Land Use Goal 4Economics State Curriculum Website

H.S.A. Overview and Planning State Curriculum (SC) Government Units Unit 1 – Purposes, Forms, and Types of Political and Economic Structures Unit 2 – Foundations and Principles of Government and the Constitution. Unit 3 – Legislative Branches (National, State, and Local) Unit 4 – Executive Branches (National, State, and Local) Unit 5 – Judicial Branches (National and State) Unit 6 – Domestic and Foreign Policy Unit 7 – Participation in Government

H.S.A. Overview and Planning

State Curriculum and BCPS Curriculum Alignment SC GoalConnection to BCPS Curriculum Goal 1BCPS Units 1-7 Goal 2BCPS Units 1 and 6 Goal 3BCPS Units 3,4, and 6 Goal 4BCPS Units 1 and 6

Understanding the State Curriculum Language Format for objectives in the V.S.C.: In the language of the objectives, the use of “including” referrers to content students should know. The use of “such as” refers to content that may be used as examples, but students are not required to know.

Understanding the State Curriculum Language Examples Format for objectives in the V.S.C. Examples: Explain the powers denied to the national and state governments including: bills of attainder, ex post facto laws and the suspension of habeas corpus in the Constitution. Describe how the Constitution provides for checks and balances, such as legislative overrides of vetoes.

Government H.S.A. 90 Minute Course 2014 Pacing Guide Unit# of A/B DaysSuggested Dates Unit 1 24 A/B Days (12 Days Per Class with Flex Day) August 27 th – October 1 st Unit 228 A/B Days (14 Days Per Class with Flex Day) October 2 nd – November 12th Unit 328 A/B Days (14 Days Per Class with Flex Day) November 13 th – January 5th Unit 428 A/B Days (14 Days Per Class with Flex Day) January 6 th – February 17th Unit 524 A/B Days (12 Days Per Class with Flex Day) February 18 th – March 23rd Unit 624 A/B Days (12 Days Per Class with Flex Day) March 24 th – May 5th Review for H.S.A. 8 or More A/B Days (4 Days Per Class or More) May 5 th – H.S.A. Date Unit 7 10 or More A/B Days (5 Days Per Class or More) End of H.S.A. – Final Review Final Exam Review 6 or More A/B Days (3 Days Per Class or More) Final Review – End of Year

Government H.S.A. 90 Minute Course 2014 Pacing Guide

Helpful Government H.S.A. Websites HSAexam.com Exam Resources Lesson Plans State HSA Site Assessment Limits Teaching Suggestions Practice Test Items Online Course Remediation lessons Resources

Practicing with H.S.A. Questions and Indicators Activity

Applying the Core Learning Goals Use the provided Core Learning Goals packet to identify the goal, indicator, and objective for each of the HSA questions. Place the answer on the sticky note and place it on the poster. For Example:

Applying the Core Learning Goals Use the provided Core Learning Goals packet to identify the goal, indicator, and objective for each of the HSA questions. Place the answer on the sticky note and place it on the poster. Record on the sticky note

H.S.A Checklist

Structure of the Government H.S.A.

Structure of the H.S.A. The Government tests are either taken on paper or on the computer. Tests contain selected response questions and constructed response items (scored on the 4 point H.S.A. Rubric) Tests also utilize graphs, political cartoons and pictures for students to analyze and answer questions about. The test is broken into three sections: H.S.A.Session 1BreakSession 2BreakSession 3 Government45 minutes5 minutes45 minutes5 minutes45 minutes

2013 Question / Goals Breakdown

Types of Questions Seen on the H.S.A. Selected Response Items

Types of Questions Seen on the H.S.A. Quotes

Types of Questions Seen on the H.S.A. Graphics / Charts

Types of Questions Seen on the H.S.A. Political Cartoons

Types of Questions Seen on the H.S.A. Multi-Step

Commonly Found Words on the H.S.A.

Copies of Previously Released Government H.S.A.’s The items on the Public Release Forms of the Government High School Assessment represent a fair measure of the Social Studies Core Learning Goals for Government — Political Systems, Peoples of the Nation and World, Geography, and Economics. Users of these items should take into consideration the following information: All items have been taken from previously field tested forms, have produced good psychometric data, and are statistically reliable. Each form is approximately 30 minutes shorter than the version students will take during a formal test administration because the forms do not include field test items. There are items of all difficulty levels (easy, medium, and hard) on the public release forms. Each item represents only one way to measure an indicator. The items measure students' skills and knowledge of content as directed by the Core Learning Goal indicators as designated for the Government High School Assessment. All item formats — selected response, brief constructed response, and extended constructed response — are represented.

Copies of Previously Released Government H.S.A.’s

Practice Taking the H.S.A.

HSA Study Guide

Writing on the H.S.A.

H.S.A. Writing Rubric

Practice Scoring Constructed Response Items with the Rubric Your group will be given 4 constructed response items which range in scores from 1 to 4. Your group will have to decide which constructed response item you would give a score of 1, 2, 3, and 4 to. Place the score on a post-it note on the response paper. Be ready to share your findings and explain why you assigned the scores to each of the responses.

Practice Scoring Constructed Response Items with the Rubric Constructed Response Example: In a civil case, plaintiffs and defendants often reach out-of court settlements instead of bringing a case to trial. Describe the advantages and disadvantages of an out-of-court settlement. Should judges and attorneys encourage out-of-court settlements? Explain why or why not. Include examples and details to support your answers. Rank each constructed response item from 1-4 using your H.S.A. Rubric

Constructed Response Item “A” Score : Explanati on: 3 points This response shows some understanding of the issues involved in out-of-court settlements. The student provides accurate, supported concepts by addressing the potential advantages (speedy resolution; reduced fees) and disadvantages (agreement may not follow the law; plaintiff may not get as much money). In the analysis of the legal system and the evaluation of why these types of settlements may be unwise (our court system was built to interpret the laws), some evidence of higher order thinking is demonstrated.

Constructed Response Item “B” Score : Explanati on: 2 points This response shows knowledge of issues surrounding out-of-court settlements. Appropriate ideas are provided (it is faster; probably get closer to what you want; they could fight or do something they wouldn’t do in a court). A key idea is then completed (judges should only encourage out-of-court settlements if it is a small situation, otherwise judges should hear the case to make the best decision to benefit both the people).

Constructed Response Item “C” Score : Explanati on: 4 points This response shows understanding of the issues surrounding out-of-court settlements. Accurate, well supported concepts are given (courts are extremely backed up; costs money to the taxpayer). Powerful evidence of higher order thinking is provided in the analysis of how out- of-court settlements benefit individual interests and hinder community interests (justice may not entirely prevail and lawful behavior is, to a certain extent, discouraged as it seems money can buy immunity) and in the insightful deduction that encouraging these settlements is, in essence, discounting the Constitution (it is their {judges and attorneys} duty to enforce laws according to their interpretation of the Constitution; Constitution does not provide for individuals who wish to save themselves bad publicity and therefore pay to avoid court cases).

Constructed Response Item “D” Score : Explanati on: 1 point This response shows minimal knowledge. A couple of skeletal ideas are provided (goes by faster; judges and attorneys…do less work) to describe the advantages and disadvantages of out-of-court settlements.

Constructed Responses The RACER strategy can be used to help struggling writers answer constructed responses effectively: Restate the question in your opening sentence. Answer the bulleted points Cite examples Explain your examples Restate the question in your conclusion

Example of How to Use RACER Strategy

Political Cartoons and the H.S.A.

Interpreting Political Cartoons Level 1 VisualsWords (not all cartoons include words) 1.List the objects or people you see in the cartoon.1.Identify the cartoon caption and/or title. 2.Locate three words or phrases used by the cartoonist to identify objects or people within the cartoon. 3.Record any important dates or numbers that appear in the cartoon. Level 2 VisualsWords 2.Which of the objects on your list are symbols? 3.What do you think each symbol means? 4.Which words or phrases in the cartoon appear to be the most significant? Why do you think so? 5.List adjectives that describe the emotions portrayed in the cartoon. Level 3 A.Describe the action taking place in the cartoon. B.Explain how the words in the cartoon clarify the symbols. C.Explain the message of the cartoon. D.What special interest groups would agree/disagree with the cartoon's message? Why? From the National Atchives The TACOS Strategy TIME: When was the cartoon created? Look for a date if there is one. What else was happening historically at this time? ACTION: What is going on in the cartoon? What are the people doing? What is happening? CAPTION: What does the cartoon label say? What do you think it means? Are there any other words in the cartoon? Is there any dialogue? Can you tell the “tone” of the cartoon? OBJECTS: What familiar objects or people do you recognize in the cartoon? (Identify two or three) Are there any of the people or objects that are exaggerated in size or action? SUMMARY: Based on the action, caption, and objects, what do you think the author was trying to communicate?

Helpful Websites for the H.S.A.

Government H.S.A. Review Sessions

Government H.S.A. Review Sessions for Teachers #1 – September 23 rd – Principles of Govt and Writing Introductions #2 – October 14 th – Constitution, Amending Process, and BoR #3 – November 11 th - Executive Branch #4 – December 2 nd - Legislative Branch #5 – December 16 th - Applying the Legislative Branch #6 – January 13 th – Writing #7 – February 10 th – Judicial Branch #8 – March 10 th – Geography #9 – March 24 th – Economics #10 – April 21 st – Monetary Policy #11 – May 5 th – Foreign Policy #12 – May 12 th – Review Strategies

Reflection and Closing

Reflection Questions 1.What did you learn today that you feel will help you in planning your Government course this year? 2.What is one thing that you learned about the Government H.S.A. today that you did not know before?

Questions? Annie Caldwell – Missy LaCroix -