ipt- socialstudies_grade8

Social StudiesG R A D E 8

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

Grade 8 Social Studies

Copyright©2012 Education Service Center Region XIII

Read: Student Expectation (SE): Highlight the verb(s) and concept(s).

8.6D: The student is expected to explain the causes and effects of the U.S.-Mexican War and their impact on the United States. [Readiness Standard; Reporting Category 1]

8.29E: The student is expected to support a point of view on a social studies issue or event. [Processing

Standard; Reporting Category 1]

Read: 3

These excerpts offer different points of view about —

A the Texas War of Independence B the admission of California to the Union C the U.S.-Mexican War D the acquisition of the Gadsden Purchase from Mexico

Think/Analyze:

State* Region* District* Grade* *Reminder: Use previous year’s spring administration data.

What is the question?

These excerpts offer different points of view about?

What part of the standard is being assessed? (8.6D) explain the causes…of the U.S.−Mexican War. (8.29E) support a point of view on a social studies issue or event.

How else might this SE be assessed? This question may be presented in the form of two lengthier quotes from an individual in support of the U.S.−Mexican War and another individual against the war. Students would have to identify the actual war that is the subject of the excerpts and which excerpt supports the pro war effort.

SAMPLE





8.6D: The student is expected to explain the causes and effects of the U.S.-Mexican War and their impact on the United States. [Readiness Standard; Reporting Category 1]

8.29E: The student is expected to support a point of view on a social studies issue or event. [Processing

Standard; Reporting Category 1]

Read: 3

These excerpts offer different points of view about —

A the Texas War of Independence B the admission of California to the Union C the U.S.-Mexican War D the acquisition of the Gadsden Purchase from Mexico

Think/Analyze:



These excerpts offer different points of view about?

What part of the standard is being assessed? (8.6D) explain the causes…of the U.S.−Mexican War. (8.29E) support a point of view on a social studies issue or event.

How else might this SE be assessed? This question may be presented in the form of two lengthier quotes from an individual in support of the U.S.−Mexican War and another individual against the war. Students would have to identify the actual war that is the subject of the excerpts and which excerpt supports the pro war effort.

SAMPLEGrade 8 Social Studies


Apply: Correct answer choice = * Answer Choice Explanation

A Students may be inclined to select this answer because the excerpts mention territory and war. At the time of the Texas War of Independence, Texas belonged to Mexico and not the United States. Texans were fighting for independence from Mexico.

B California was admitted to the union without war or territory invasion.

C* The excerpts refer to different points of view about the U.S. -- Mexican War. The very first quote is from President Polk’s message to Congress.

- The Gadsden purchase was the last territory added to the United States through a land purchase of $10 million dollars to Mexico in 1848. The excerpts do not make reference to a land purchase.

Instructional Considerations: What prior knowledge is being built upon?

Students learned about the Texas Revolution and the U.S.−Mexican War in Grade 7.

How do I currently teach this SE concept/content? In usually teach the Student Expectation (8.6D) about the fourth Six Weeks when I get to the unit on Manifest Destiny. I don’t really integrate the Student Expectation (8.29E) much into my instruction. How do I need to adjust my instruction based on this analysis? After looking at the Student Expectation, I now realize I need to adjust my instruction to reflect the new standard. I was teaching the old standard: explain the major issues and events of the Mexican War and their impact on the United States. I usually direct teach, and my students take notes over the major issues and events of the war. I then have the students create a war memorial for U.S. soldiers who died in the U.S.−Mexican war. I found the activity online and have used in class for a couple of years now. While my students like creating a war memorial, it does take up too much class time. I need to come up with a better activity that really targets the student expectation. I also need to try to integrate the skills Student Expectation (8.29E) more throughout the school year and not just with this topic. I could possibly find quotes and reading excerpts that describe various points of view for a given topic. I also need to hear from the students and get them to think critically to support a point of view on an issue or an event. What formative assessment will I use to be sure it’s working? I plan to give the students a graphic organizer with three categories labeled: causes, effects, and impact. I will provide the students with a mixed−up list of causes, effects, and impacts and have them put the information into the correct category and check their work as they finish.

What are some probing questions to use with students?

Were efforts taken on the side of the U.S. to avoid the war? Why was the U.S. -- Mexican War viewed as a “War of Aggression” by many Americans? What was the impact on the peoples living within the areas of boundary change?

SAMPLE

Copyright©2012 Education Service Center Region XIII 6




8.2A: The student is expected to identify reasons for European exploration and colonization of North America. [Readiness Standard; Reporting Category 1]

8.29B: The student is expected to analyze information by sequencing, categorizing, identifying cause-

and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. [Processing Standard; Reporting Category 1]

Read: 1

Which of the following completes the excerpt?

A teach us how to craft their goods

B be converted to our holy faith

C be brought to our country as slaves

D teach us about the stars and planets

Think/Analyze:



What part of the standard is being assessed?

How else might this SE be assessed?




Apply: Correct answer choice = *

Answer Choice Explanation

A Learning how to craft goods was not a reason for European exploration.

B* Religion was one of many reasons for European exploration. Of the four answer choices, this sentence best completes the excerpt.

C Acquiring slaves was not a reason for European exploration.

D Learning about the stars and planets was not a reason for European exploration.

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.

ipt- socialstudies_grade8

Documents

mexican war d

social studies issue

point of view

different points of

texas war of independence

social studiesg r

student expectation

gadsden purchase