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A New Era of Collaboration for
9th Grade & 11th Grade Teachers
A New Era for High School Social Studies
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9th Grade World History teachers play an important role:
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•
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Preparing students to be citizens of the world.
The instruction of modern world history in 9th grade World History is pivotal
in exposing and preparing students for the 11th grade US History EOC
Teachers in 9th grade World History, who were first to receive the tablets,
can be of assistance in helping.
11th Grade U.S. History teachers play an important role:
•
•
Preparing students to be citizens of the world.
Teachers in 11th grade U.S. History can assist 9th grade World History
teachers to better support teaching modern history.
With this collaboration, students will come better prepared to
their 11th grade U.S. History classes.
AGENDA
Topics…..
• Overview of content connections - 9th and 11th grade
• Establish Collaboration Between 9th & 11th grade
teachers
• What are the item specs? Why use it?
• History Labs: A Social Studies Best Practice
• Existing Lesson Plans to Support You
SHS World and SHS U.S. History
Snap Shot of Correlations
Category
ELA/MAFS Standards
Correlations/Connections
SHS World History
SHS U.S. History
30
30
ELA/MAF Standards Identical in both courses
Correlations to U.S. History EOC
Assessment Benchmarks
11 out of 18
18 main tested U.S. History EOC
Assessment Benchmarks
Social Science Specific Skill
Standards
No specific skill benchmarks
7 Skill specific benchmarks
Additional Related U.S. History
Benchmarks
22 loosely related content benchmarks
33 closely related content benchmarks
N/A
For Example:
Describe the effects of World War II.
SS.912.W.7.11:
Remarks/Examples:
Examples are human toll, financial cost, physical destruction, emergence of
the United States and Soviet Union as superpowers, creation of the United
Nations.
Describe the changing nature of warfare during World War I.
SS.912.W.7.2:
Remarks/Examples:
Examples are the impact of industrialization, use of total war, trench
warfare, destruction of the physical landscape and human life.
Summarize significant effects of World War I.
SS.912.W.7.3:
Remarks/Examples:
Examples are collapse of the Romanov dynasty, creation of the Weimar
Republic, dissolution of the German, Russian, Austro-Hungarian and
Ottoman empires, Armenian Genocide, Balfour Declaration, Treaty of
Versailles.
SS.912.A.6.1: Examine causes, course, and
consequences of World War II on the United States
and the world.
SS.912.A.4.5: Examine causes, course, and
consequences of United States involvement in World
War I.
SS.912.A.4.5: Examine causes, course, and
consequences of United States involvement in World
War I.
BEST PRACTICES IN SOCIAL SCIENCES
Senior School Instructional Resources
Resource Development to support 9th
grade World History ties to 11th grade U.S.
History
See next slide for sample nine weeks pacing
guide.
Basically topics 11-24 (total of 24 topics) in
World History either provide relevant back
ground information supporting U.S. History or
have direct ties to U.S. History EOC Assessed
Benchmarks.
Resource Development to support 9th grade World History CourseSample New Cover Page
Note: All benchmarks that are considered essential benchmarks are
highlighted in yellow.
Note: All benchmarks that have a direct correlation to 11th grade US
History are highlighted in green and are also considered essential.
Note: Topic/Benchmark provides relevant historical knowledge which
assists the learner in historical understanding are highlighted in blue.
Note: Topic/Benchmark is a skill benchmark relevant to U.S. History
EOC Assessment are highlighted in purple
Existing Resources Adaptation
What are the item specs?
Why use them?
Basic Information:
• The Specifications is a resource that defines the content and
format of the test and test items for item writers and
reviewers.
• The Specifications indicates the alignment of test items with
the NGSSS. It also serves to provide all stakeholders with
information about the scope and function of the end-ofcourse assessments
Basic Information:
• the Specifications describes how the U.S. History (Civics)
benchmarks are assessed on the U.S. History (Civics) EOC
Assessment.
• Supplemental reference, when developing Test.
Utilizing Item Specifications to
formulate Test Items
•
Test items are written to measure primarily one benchmark;
however, other benchmarks may also be reflected in the item
context and therefore, also assessed benchmarks are
included under the main tested benchmarks in the Item
Specifications.
• Test items assess the application of the concept rather than
the memorization of U.S. History(Civics) related dates,
names, facts, laws, or theories unless otherwise noted in the
individual benchmark specifications.
Definitions of Benchmark
Specifications
•Strand:
Refers to a category of knowledge. The strands for Social
Studies are American History, Geography, Economics, World
History, Civics and Government, and Humanities.
•Reporting Category:
There are three reporting categories for U.S. History: Late
Nineteenth and Early Twentieth Century; Global Military,
Political, and Economic Challenges; and The United States
and the Defense of the International Peace.
•Standard: refers to the standard statement presented in
the NGSSS-SS.
Continued…
Definitions of Benchmark Specifications
• Benchmark:
Provides specific statements of what students are expected to
achieve. In some cases, the assessment of one benchmark
encompasses the context of the other related benchmarks. The
related benchmarks are noted in the benchmark statement and
are stated in the “Also Assesses” section.
• Also Assesses:
Refers to the benchmarks that are closely related and assessed
within the benchmark (see description above).
• Benchmark Clarification:
Explains how the achievement of the benchmark will be demonstrated by
students. These clarification statements explain what students are
expected to do when responding to the question and are written for the
benchmark and the “Also Assesses” benchmark(s).
Continued…
Definitions of Benchmark Specifications
• Content Limit:
Defines the range of content knowledge and degree of difficulty that should
be assessed in the test items for the benchmark. The content limit defined in
the Individual Benchmark Specifications may be an expansion or further
restriction of the Overall Considerations. (Must be used to plan your lessons)
• Stimuli Attribute:
Defines the types of stimulus materials that are used in the test items, including
the appropriate use of scenarios, content, or graphic materials. (Your instructional
materials should match the stimuli attributes of the benchmark taught: i.e.,
political cartoon, timelines, graphs, etc.)
• Content Focus:
Defines the content measured by each test item. Content focus addresses
the broad content and skills associated with the examples found in the
standards, benchmarks, or benchmark clarifications.(Must also be used to
plan your lessons)
Continued…
Definitions of Benchmark Specifications
• Sample Items - are provided for each
assessed benchmark. The sample items are
presented in a format similar to the one used
in the test. The correct answer for each
sample item is identified with a five-point star.
History Labs: A Social Studies Best
Practice
What is a History Lab?
History Labs: A Social Studies Best Practice
SS.912.A.6.1 World War II History Lab
Sample
Existing Lesson
Plans to Support
You
• Go to
socialsciences.dadesch
ools.net
• Click on Pacing
Guides/Lessons
Defining Transformational Leadership
https://www.youtube.com/watch?v=60O2OH7mHys
Basic Idea of Leadership Teams
https://www.teachingchannel.org/videos/changing-student-demographics
Idea of In-School Expertise Development
https://www.teachingchannel.org/videos/share-instructional-expertise