ipt- us_history
DESCRIPTION
This tool is designed to support teachers in instructional planning, by providing a means to process the sampling of assessed standards on the released STAAR items. Using this process, educators will: • review historical assessment data; • read and solve sample STAAR items; • analyze assessment prompts in order to consider the multiple steps required to generate a response; • anticipate varying approaches and steps students might take; and • reflect on his or her current classroom instruction. The goal of this tool is to guide effective planning, including probing questions, and monitoring of student progress, which support student success. The Instructional Planning Tool is organized by the learning standards assessed on STAAR. Each standard is labeled as Readiness, Supporting, or Process.TRANSCRIPT
Social StudiesU S H I S T O R Y
INSTRUCTIONAL PLANNING TOOL
STAAR™
Copyright©2012 Education Service Center Region XIII3
Instructional Planning Tool User Guide
Overview This tool is designed to support teachers in instructional planning, by providing a means to process the sampling of assessed standards on the released STAAR items. Using this process, educators will:
review historical assessment data; read and solve sample STAAR items; analyze assessment prompts in order to consider the multiple steps required to generate a response; anticipate varying approaches and steps students might take; and reflect on his or her current classroom instruction.
The goal of this tool is to guide effective planning, including probing questions, and monitoring of student progress, which support student success. The Instructional Planning Tool is organized by the learning standards assessed on STAAR. Each standard is labeled as Readiness, Supporting, or Process.
As you work through the tool, keep in mind that the intent is to help think through the instructional implications of each standard. This tool provides an option to work through this thought process and can be customized to fit the needs of each campus.
Contents Each booklet contains:
all learning standards assessed on STAAR for a grade and content area; table to insert state, region, district, and grade TAKS performance data; sample STAAR items; example solution steps; reflection questions to assist educators in increasing the rigor of classroom instruction.
READINESS STANDARDS: SUPPORTING STANDARDS: PROCESS STANDARDS: are essential for success in the
current grade or course; are important for preparedness for
the next grade or course; support college and career
readiness; necessitate in‐depth instruction; address broad and deep ideas.
may be emphasized in a subsequent year (although introduced in the current grade or course);
may be emphasized in a previous year (although introduced in the current grade or course);
play a role in preparing students for the next grade or course but not a central role;
address more narrowly defined ideas.
will be assessed in context, not in isolation in the content areas of Social Studies, Science, and Math;
will allow for a more integrated and authentic assessment.
Copyright©2012 Education Service Center Region XIII 4
US History Social Studies
Copyright©2012 Education Service Center Region XIII
Read: Student Expectation (SE): Highlight the verb(s) and concept(s).
H.20B: The student is expected to evaluate the impact of relationships among the legislative, executive, and judicial branches of government, including Franklin D. Roosevelt’s attempt to increase the number of U.S. Supreme Court justices and the presidential election of 2000. [Readiness Standard; Reporting Category 3]
H.29H: The student is expected to use appropriate skills to analyze and interpret social studies
information such as maps, graphs, presentations, speeches, lectures, and political cartoons. [Processing Standard; Reporting Category 3]
Read: 9 Which of the following does this 1937 political cartoon satirize?
A Congressional attempts to bypass the principle of separation of powers
B President Franklin D. Roosevelt’s attempt to reorganize the Supreme Court
C President Franklin D. Roosevelt’s refusal to cooperate with state governments
D Congressional attempts to undermine the principle of state sovereignty
Think/Analyze:
State* Region* District* Grade* *Reminder: Use previous year’s spring administration data.
What is the question?
Which of the following does this 1937 political cartoon satirize?
What part of the standard is being assessed? H.20B “…including Franklin D. Roosevelt’s attempt to increase the number of U.S. Supreme Court justices…” H.29H: “…analyze and interpret social studies information such as…political cartoons.”
How else might this SE be assessed? through a quote from FDR’s fireside chat defending the reorganization of the court
SAMPLE
Copyright©2012 Education Service Center Region XIII5
US History Social Studies
Copyright©2012 Education Service Center Region XIII
Apply: Correct answer choice = *
Answer Choice Explanation
A President Roosevelt was accused of attempting to violate the separation of powers.
B* This cartoon is in reference to the “Court Packing” or attempt to add members to the Supreme Court who would be more sympathetic to the New Deal Programs.
C The cartoon clearly shows the president cracking the pillar of the Judicial Balance and Legislative Balance.
D The president is the head of the Executive Branch.
Instructional Considerations: What prior knowledge is being built upon?
The checks and balance system in our government.
How do I currently teach this SE concept/content?
Students examine several primary sources about court packing including cartoons and an audio recording of FDR’s fireside chat in defense of his plan.
How do I need to adjust my instruction based on this analysis?
focus more on why other politicians, the general public, and even most of his supporters so vehemently objected to this plan. use this as an opportunity for review over the Articles of the Constitution.
What formative assessment will I use to be sure it’s working?
primary source analysis worksheet. Students will also complete a cause and effect chart about both the Court Packing Plan and its rejection.
What are some probing questions to use with students?
Why did FDR feel the need to add members to the Supreme Court? How did this differ from the reasons he gave in his fireside speech? Why do you think the writers of the Constitution included the separation of
powers? Extension‐Write another question on a separate sheet of paper that addresses a different part
(different content) of the standard.
SAMPLE
Copyright©2012 Education Service Center Region XIII 6
US History Social Studies
Copyright©2012 Education Service Center Region XIII
Read: Student Expectation (SE): Highlight the verb(s) and concept(s).
H.11A: The student is expected to describe U.S. involvement in world affairs, including the end of the Cold War, the Persian Gulf War, the Balkans Crisis, 9/11, and the global War on Terror. [Readiness Standard; Reporting Category 1]
Read:
1 After the attacks on September 11, 2001, how did U.S. foreign policy change?
A The administration authorized preemptive strikes against nations sponsoring terrorism.
B A program to reduce military bases and personnel in Europe was announced.
C Military aid to Pakistan and Afghanistan was immediately cut off.
D Diplomatic efforts to negotiate peace between Israel and Palestine were abandoned.
Think/Analyze:
State* Region* District* Grade* *Reminder: Use previous year’s spring administration data.
What is the question?
What part of the standard is being assessed?
How else might this SE be assessed?
Copyright©2012 Education Service Center Region XIII7
US History Social Studies
Copyright©2012 Education Service Center Region XIII
Apply: Correct answer choice = *
Answer Choice Explanation
A* The United States declared war on Afghanistan and Iraq after the September 11, 2001 attacks.
B The military has only recently announced cuts to forces in Europe.
C Military aid to the elected governments of both Afghanistan and Pakistan has increased significantly.
D There have been continued talks and negotiations concerning Israeli and Palestinian peace. Soon after 9-11 the “Road Map for Peace” codified the U.S. position in the region.
Instructional Considerations: What prior knowledge is being built upon? How do I currently teach this SE concept/content? How do I need to adjust my instruction based on this analysis? What formative assessment will I use to be sure it’s working?
What are some probing questions to use with students?
Extension‐Write another question on a separate sheet of paper that addresses a different part
(different content) of the standard.