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GED 2014 Social Studies Safari!Steve Schmidt, ABSPD, abspd.appstate.edu, schmidtsj@appstate.eduGED 2014 Social Studies Overview TimeQuestionsContentFormat1 Hour30 Minutes35Civics and Government – 50%US History – 20%Economics – 15%Geography – 15%- 65 minute objective (see test items below) - 25 minute extended response (separately timed, cannot go back to the first section) Test Items- More than half of the test items are multiple choice with four answer choices- Other test items will be technology related and include drop down menus, drag and drop, fill in the blank with a number, and hot sports (click on a sensor to select the correct answer on a chart, graph, or map)- Stimulus materials are primary sources (something written during the time period like a diary) and secondary sources (analyzes primary sources like a textbook) as well as text, maps, tables, and graphs- Each question is aligned to both content and a social studies practice Extended Response- Students will be given 25 minutes to analyze two source documents and write a response- The extended response is 18% of the total test scoreWebb’s Depth of Knowledge (DOK)- Webb’s DOK describes how complex the thinking is that students do to complete a task - Level 1 (recall, identify, describe who, what, when, where, why) - 20% - Levels 2/3 (describe relationships, cause and effect, summarize) – 80%Social Studies Practices1. Drawing conclusions and making inferences2. Determining central ideas, hypotheses and conclusion3. Analyzing events and ideas4. Interpreting meaning of symbols, words and phrases5. Analyzing purpose and point of view6. Integrating data presented in different ways7. Evaluating reasoning and evidence8. Analyzing relationships between texts9. Writing analytic responses to source texts10. Reading and interpreting graphs, charts, and other data representation11. Measuring the center of a statistical data setThe Really Big Reason Not to Worry about GED 2014 is ______________________ !“The passing standard for high school equivalency was normed on graduating high school seniors, and the pass rate on the individual content area tests is comparable to what it was for the 2002 series.” - Martin Kehe, VP Product Development, GED Testing Service - The high school class of 2013 who did the norming study were not used to Common Core based assessments like GED 2014. Other Reasons We Should Not Be Afraid of GED 20141. We survived the transition from GED 1988 to GED 2002 which featured a much harder math test.2. The increased rigor of GED 2014 is a good thing since it will better prepare students for postsecondary success. Currently only 12 percent of adult basic skills students are successful in completing a post-secondary credential (Crossing the Bridge, GED Testing Service). Today’s competitive economy demands a postsecondary credential for a living wage job. “Postsecondary education is not a nice thing for the few but a must for the many.” 3. There are more resources available than ever before!Where Can I Find this Packet? Steve’s email: schmidtsj@appstate.edu GED 2014 ScoringGED Honors170 - 200Passing150 - 169Below Passing100 - 149Where Can We Ask Questions About GED 2014?Email questions to: ged2014@ This Day in HistoryGoogle: This day in history or go to: Group Matching Assessment TargetsCard masters are available at: How Well Do Students Need to Know Content? 367665024130035. In these remarks, what was President Obama proposing?party platformpublic policycongressional reformexecutive appointments36. Which statement best summarizes President Obama’s proposal?Government should partner with industry to develop high-tech centers in regions experiencing decline.Congress should pass laws requiring industry to keep their manufacturing in the United States. The secretaries of the Departments of Defense and Energy should create 15 high-tech hubs.Congress should begin working on a plan to convince high-tech global industries to move to the United States.0035. In these remarks, what was President Obama proposing?party platformpublic policycongressional reformexecutive appointments36. Which statement best summarizes President Obama’s proposal?Government should partner with industry to develop high-tech centers in regions experiencing decline.Congress should pass laws requiring industry to keep their manufacturing in the United States. The secretaries of the Departments of Defense and Energy should create 15 high-tech hubs.Congress should begin working on a plan to convince high-tech global industries to move to the United States.-381005080Directions: Questions 35-37 refer to the following passage.00Directions: Questions 35-37 refer to the following passage.7620095885Our first priority is making America a magnet for new jobs and manufacturing. . . .So tonight, I’m announcing the launch of three more of these manufacturing hubs, where businesses will partner with the Departments of Defense and Energy to turn regions left behind by globalization into global centers of high-tech jobs. And I ask this Congress to help create a network of fifteen of these hubs and guarantee that the next revolution in manufacturing is Made in America. – President Barack Obama,State of the Union Address, 201300Our first priority is making America a magnet for new jobs and manufacturing. . . .So tonight, I’m announcing the launch of three more of these manufacturing hubs, where businesses will partner with the Departments of Defense and Energy to turn regions left behind by globalization into global centers of high-tech jobs. And I ask this Congress to help create a network of fifteen of these hubs and guarantee that the next revolution in manufacturing is Made in America. – President Barack Obama,State of the Union Address, 2013384810011303037. President Obama’s proposal reflects an important role of the government. What is that role?making a profitestablishing trustssetting monetary policycreating fiscal policy0037. President Obama’s proposal reflects an important role of the government. What is that role?making a profitestablishing trustssetting monetary policycreating fiscal policy-104775-11430Directions: Questions 38-40 refer to the following chart. 0Directions: Questions 38-40 refer to the following chart. -114300161925Political SystemsAbsolute monarchy: a government where the king or queen’s word is lawConstitutional monarchy: a monarchy that has elected representatives and a constitutionDirect democracy: a government where the people have a direct voice and vote in the governmentRepresentative democracy: a democracy where people select delegates to represent themOligarchy: a government in which a small group of people ruleTotalitarianism: an extreme type of dictatorship in which a leader controls the political, economic, and social life of a country00Political SystemsAbsolute monarchy: a government where the king or queen’s word is lawConstitutional monarchy: a monarchy that has elected representatives and a constitutionDirect democracy: a government where the people have a direct voice and vote in the governmentRepresentative democracy: a democracy where people select delegates to represent themOligarchy: a government in which a small group of people ruleTotalitarianism: an extreme type of dictatorship in which a leader controls the political, economic, and social life of a country17145013779538. During World War II, Benito Mussolini ruled Italy and had total control over the country. What was the political system in Italy during this period?absolute monarchydirect democracyoligarchytotalitarianism 39. Which political system does the US have?constitutional monarchydirect democracyrepresentative democracyoligarchy40. How are a constitutional monarchy and a representative democracy similar forms of government?Both pass laws without the people knowing about the laws.Both include an elected legislature.Both have a ceremonial leader with no real power.Both are governments of the few. Source: Common Core Basics Social Studies, McGraw Hill 0038. During World War II, Benito Mussolini ruled Italy and had total control over the country. What was the political system in Italy during this period?absolute monarchydirect democracyoligarchytotalitarianism 39. Which political system does the US have?constitutional monarchydirect democracyrepresentative democracyoligarchy40. How are a constitutional monarchy and a representative democracy similar forms of government?Both pass laws without the people knowing about the laws.Both include an elected legislature.Both have a ceremonial leader with no real power.Both are governments of the few. Source: Common Core Basics Social Studies, McGraw Hill A Close Reading Strategy1. IntroductionProvide some context (background) for the text. The instructor reads the text aloud. The students read the text independently. 2. Number the paragraphsNumber each paragraph in the left hand margin. This will help locate information.3. Chunk: 1–3 / 4 / 5-6 / 7-8Chunking breaks a large, overwhelming text into manageable sections. Look where natural breaks are where the author shifts focus. Tell students where to group at first (as in the example above) and then allow them to group on their own over time. 4. Circle key termsHave students circle key words in the text. Key words could be:Words that are repeated throughout the text - if you only circle 5 key words in a text, you should have a good idea what the reading is about. 5. Underline the claimsInstead of asking students to underline “the important stuff,” have them underline the author’s claims, the specific belief statements the author makes. Authors usually make several belief statements in a paper. 6. Left Margin: SummarizeIn the left margin, have students summarize each chunk (step 3) in 10 words or less. 7. Right Margin: Text MarkingIn the right margin, have students do some text marking such as:?- I knew this before ! – This is new to me? – Not sure what this meansClose Reading Strategy Practice1. Number the paragraphs4. Underline claims2. Chunk paragraphs: 1 / 2 / 35. Left margin: Summarize 3. Circle key words6. Right margin: Text markingVideo Used for Context: Truman’s Ultimatum Regarding Hiroshima (Youtube)The Atomic Bombing of Japan in August 1945 It was very necessary to drop the atomic bomb on Japan to end World War II. During the Pacific island hopping military campaigns leading up to August 1945, the Japanese demonstrated time and again near fanatical resistance. They typically refused to surrender. On Saipan the Japanese committed mass suicide instead of giving up. During the battle for Okinawa they unleashed kamikaze attacks, suicide missions where planes loaded with fuel attempted to crash into American ships. In defending their home islands, their resistance would even be greater. Japan’s military leadership was planning an all-out fight against the invasion of their home islands including 3500 kamikaze attacks and 5000 suicide boats. While the Japanese lacked supplies, they still had an army of 2.3 million troops prepared to defend to defend their homeland. The government was also arming civilians; even young children were given sharpened bamboo sticks and being trained in how to kill. Some argue that it would have been better to offer a demonstration of the atomic bomb’s power to Japanese officials instead of dropping it on civilians. At the time, the United States had only two atomic bombs ready with a third scheduled for completion in late August. Using one on a test was risky. What if the test failed? What if the Japanese walked away from the test more determined to fight on than ever? Developing additional atomic weapons would take months more of effort prolonging the long and bloody war and leading to many more people being killed. While there were over 200,000 casualties in Hiroshima and Nagasaki, continuing the war would have brought many more. Military leaders estimated that at least 250,000 to 1 million American soldiers would have been killed and tens of millions of Japanese during an invasion. Five hundred thousand Purple Heart medals, those given to wounded soldiers, were manufactured in advance of the invasion. Some argue that using atomic weapons was a war crime. War crimes are violations of the international rules of warfare and include such things as murder and deporting civilians to slave labor camps. The atomic bomb attacks did none of these things and helped end the war more quickly. After all, isn’t allowing a devastating war that kills thousands of people daily to continue the ultimate war crime? Finally, using the atomic bomb fully demonstrated the terrifying horror of this new weapon for the whole world to see. An atomic weapon has not been used in war since August 1945. Even though nations have developed stockpiles of these weapons, they have never been used. With the demonstration of nuclear weapons in 1945, have we prevented a nuclear World War III from occurring? Bottom Line: Students must read like a __________________ GED 2014 Technology Skills KeyboardingCan your students: ?Type approximately 25 words per minute, fast enough to complete a 500 word constructed response in 45 minutes? ?Use the keys: space bar, return/enter, shift, arrows, delete, backspace, tab? ?Use the numbers and punctuation keys?Using a MouseCan your students use a mouse to: ?Point to an area or word on screen? ?Left click, right click, double click? ?Highlight and select text? ?Cut, copy, and paste text? ?Select an object or window by clicking on it? ?Drag an object to a new location? ?Open/close a pop-up window? ?Select one or more radio and/or check buttons? ?Scroll horizontally and vertically?NavigationCan your students: ?Use the screen navigation commands previous/next? ?Navigate multiple windows? ?Navigate toolbars and drop-down menus? ?Navigate screen tabs? ?Use the undo and redo operations? ?Mark a section/question as a “Flag for Review” and return to section/question as needed?Free Technology ResourcesGCF Learn FreeThis free site guides students in learning how to use a mouse and computer basics as well as helping students learn Microsoft Office applications like Word and Excel. Google: gcf learn free or Typing WebThis free site helps students learn keyboarding. Instructors can register students to monitor their progressGoogle: typing web or History as StoryGoogle: Andy Griffith and Paul Revere’s RideGoogle: Riding the Rails: Hobo Kids During the Great DepressionBook: Presidential Anecdotes (Boller) Google: America: The Story of US History Channel- 9 hours of video to supply history background - Episode guides and lesson plans are available Economics Skits Reader’s Theater – Women’s Suffrage Economics – Kingdom of Mocha Reader’s Theater – Lesson Plan IdeasDirections1. Divide students into small groups. Explain to them that reader’s theater is a way of dramatizing a story by turning the information of a particular text (novel, short story, poem, newspaper article, history textbook chapter, speech, whatever) into a script, and then performing it — but without the need to memorize lines, create props or make or wear costumes.2. Either assign or allow each group to choose a section of text from a piece the class is studying.3. Allow time for groups to translate their texts into scripts. Encourage students to think about what particular people are saying (or, in the case of an internal monologue, thinking) and doing in the piece they’ve chosen. Have them think about where those characters are while they are speaking, whom they are speaking to (if anyone) and whether or not the words are being thought or said aloud. In addition to dialogue, have students write specific stage directions and acting notes. Tell students to consider what role a narrator would play in their scripts, including, perhaps, controlling stage directions, transitions, and other parts of their created scripts.4. Have each group assign various roles. Besides characters, each group should have a narrator, and if desired, someone who provides a “soundtrack” for the action. (The “soundtrack” person can create background noises, noises created from character’s actions, and can coordinate noises from the other group members to create a more impressive effect. For example, reading in unison will create a louder, more powerful noise than one person reading alone.)5. Have individual students practice reading their scripts silently. If they are unsure of any words, encourage students to use a dictionary and practice enunciating each word until it can be spoken comfortably and clearly.6. Next, allow time for individual students to practice reading their scripts out loud. Encourage students to project their voices and experiment, perhaps, with exaggerated facial expressions and hand gestures to make the emotions of each character clear. For students portraying characters, ask them to think about how that character would sound. Would he or she have a funny voice? How would the character feel about what’s happening in the story? Ask students to consider how their respective characters would stand or move.7. Have groups perform their selections for the class, in chronological order if they are each doing sections of the same long piece. Encourage the audience to listen carefully and write down any questions they may have about the action or dialogue.8. During the last five minutes of class, ask students to describe the easiest and hardest aspects of translating a text into a live performance.9. Though Reader’s Theater is usually without elaborate costumes, props, lighting or music, if there is additional time in class or for homework, students might be invited to work on simple versions of each of these.Source: New York Times Learning Network Quick WritesA Quick Write helps students think about a topic before, during, and after reading. Students are asked to respond to a question or prompt related to a text and should write down whatever comes to their mind without worrying about grammar or organization. The writing topics are related to a text and may be:- Summaries of learning- An explanation of a concept or vocabulary- A prediction, inference, or hypothesisGive students from 2 to 10 minutes to write and be sure you as the instructor write too. Quick Writes can be used as part of instruction, assessment, or discussion. They help bring out the writer in students, build their writing confidence, and help their reading skills too! Prompt: What information did you learn about interdependence from this passage?Did you know the microprocessor that lives in a laptop computer is a world traveler? It begins life as a pile of quartz chips and charcoal at a factory in Brazil. After being heated and processed, it is sent for more refining to a German factory. After being formed into blocks of polysilicon, it goes to Japan where it is made into tiny circular wafers. These thin disks are then shipped to the United States where Intel Corporation turns them into microprocessors by adding hundreds of tiny chips. They then journey for testing to the Philippines where more circuitry is added and testing takes place. Continuing its journey, the chips move to a factory in China where they are placed on the laptop’s motherboard along with many other components made in Southeast Asia. The motherboard, along with the other parts of the computer including the battery, hard drive and keyboard, are assembled at another Chinese factory. Finally, the completed laptop is shipped to the United States for distribution. The other parts that make up this computer come from as many as 50 countries on six continents including steel from Russia, copper from Chile, glass from Korea and lithium from Zimbabwe. So what’s the point of knowing how well traveled a laptop is? The global makeup of the laptop computer is a great example of an economic concept called interdependence. Interdependence means we rely on others to make or do things we do not make or do ourselves. No one country has all the raw materials it needs to produce the products it wants to sell. So, it must trade with other countries to get the materials it needs. Most all the other manufactured goods we buy have similar stories of raw material mining and finished product processing taking place around the globe. The next time you see a laptop; remember the amazing global journey it had just to reach you! My Quick Write________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The Bottom Line for GED 2014 Writing: Write Like a ______________________GED 2014 Extended ResponsesOn the GED 2002 Writing test, a student who failed the essay failed the test. On GED 2014, students can score 0 points on the extended response and still pass the Reasoning through Language Arts and Social Studies test (although it is close to 20% of the test score!).Social StudiesGrading: The grading rubric is very similar to Reasoning through Language Arts except in trait 1 students must show the connection between an enduring issue and another text and provide some historical context.Scoring:Students can score up to 4 points. Their total score is then doubled and added to the number of correct answers on the rest of the test to get their raw score. The raw score is then converted to a scale score that runs from 100 to 200. Writing about Reading: What-Why-How ChartWhat? What does the author think about the topic?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Why?These are the author’s reasons for thinking this way.How?These are the author’s support, evidence and/or examples for each reason.Adapted from GED Testing ServiceTeach Writing as a ProcessTeach students to tackle writing assignments using a process. A process is a standard method for doing something. For example, use URPWE as a process for writing extended responses and short answers. U = Unpack the prompt – what are you being asked to do?R = Read the source materialP = Plan the responseW = Write the responseE = Edit the responseSocial StudiesThe standard format of a Social Studies prompt is:Directions on what students should writeTime Limit: 25 minutesLet’s Practice:PromptIn your response, develop an argument about how Gerald Ford’s 1974 speech reflects the enduring issue in the quotation from the United States Constitution. Incorporate relevant and specific evidence from the excerpt, the letter, and your own knowledge of the enduring issue and the circumstances surrounding the case to support your analysis.Type your response in the box. This task may require 25 minutes to complete.Do (Look for Verbs)What Social Studies Extended Response Prompt Excerpt“All, too, will bear in mind this sacred principle, that though the will of the majority is in all cases to prevail, that will, to be rightful, must be reasonable; that the minority possess their equal rights, which equal laws must protect, and to violate which would be oppression.”-- Thomas Jefferson, 1801LetterJune 15, 1943To the Editor:Students and teachers across this land say the pledge of allegiance each day to honor a republic committed to liberty and justice for all. That commitment was reaffirmed yesterday by the Supreme Court’s ruling in West Virginia State Board of Education v. Barnette. The ruling struck down as unconstitutional West Virginia’s directive that schoolchildren must daily salute the flag while reciting the pledge of allegiance or face expulsion. The Barnettes challenged the compulsory salute and pledge because it conflicts with their religious beliefs as Jehovah’s Witnesses. Even so, the Court did not make its ruling based on freedom of religion. Instead, the decision was based, in large part, on freedom of speech.Our Constitution places certain rights beyond the reach of government officials and beyond the reach of what the majority likes. The freedom of speech is certainly such a right. Yesterday’s ruling not only affirmed the freedom of speech but expanded it to include the right not to speak. The Court has made clear that the government cannot force people to say things they do not believe.As our nation fights a worldwide war, it is natural to seek the reassurance that comes from a shared sense of patriotism. As a society, we have looked to our public schools to help develop a love of a country in our young people. But do we want patriotism that is “demonstrated” by government-mandated expressions of allegiance by students (or any citizen)? Of course we do not!We want a nation which commands our love and respect because the government does not infringe on personal beliefs and protects the rights of all citizens. Yesterday’s ruling helps ensure that that is the type of nation in which we and our children will live!Amelia ParsonsWheeling, West VirginiaPromptIn your response, develop an argument about how the author’s position in her letter reflects the enduring issue expressed in the excerpt from Thomas Jefferson. Incorporate relevant and specific evidence from the excerpt, the letter, and your own knowledge of the enduring issue and the circumstances surrounding the case to support your analysis.Type your response in the box. This task may require 25 minutes to complete.Extended Response Answer Guidelines forSocial StudiesPlease use the guidelines below as you answer the Extended Response question on the Social Studies test. Following these guidelines as closely as possible will ensure that you provide the best response. You will have up to (but no more than) 25 minutes to complete this task. However, don’t rush through your response. Be sure to read through the passage(s) and the prompt. Then think about the message you want to convey in your response. Be sure to plan your response before you begin writing. Draft your response and revise it as needed. As you read the quotation and passage, think carefully about the enduring issue expressed in the quotation given. An enduring issue reflects the founding principles of the United States and is an important idea that people often grapple with as new situations arise. When you write your essay, be sure to □ develop an argument about how the ideas expressed by the author of the passage are related to the excerpt or quotation that is presented first□ support your explanation with multiple pieces of evidence, using ideas from both the quotation or excerpt and the passage □ incorporate your own knowledge of the topic’s background and historical context into your response □ answer the prompt directly by staying focused on the passage and the quotation or excerpt throughout your response□ defend your assertions with multiple pieces of evidence from the passage(s) □ build your main points thoroughly □ put your main points in logical order and tie your details to your main points □ organize your response carefully and consider your audience, message, and purpose □ use transitional words and phrases to connect sentences, paragraphs, and ideas □ choose words carefully to express your ideas clearly □ vary your sentence structure to enhance the flow and clarity of your response □ reread and revise your response to correct any errors in grammar, usage, or punctuationHow will the Social Studies Second Passage Relate to the Enduring Issue (First Passage)?- It might support or criticize the issue- It may be an example of the issue- It might explain the issue in a more modern contextQuestions to ask:- What does the second passage tell me about the enduring issue in the first passage?- What is the author’s purpose in the second passage: explain, give an example, interpret, support, or criticize the enduring issue?Rubric for Social Studies Extended ResponseSocial Studies Score1 Creation of Arguments and Use of Evidence Does a prompt-based argument connect the 2 source texts? Do multiple pieces of text-based evidence support the argument? Does the student’s own knowledge also support their argument?2102 Development of Ideas and Organizational Structure Are there several well developed ideas? Are the ideas well organized and flow from one idea to the next? Is there an awareness of audience (formal style/objective tone)?103 Clarity and Command of Standard English Conventions Are there different sentence types? Does the grammar get in the way of understanding? Is it long enough to show students can use Standard English?10 Student Social Studies 1 Amelia Parson's letter reflects upon Thomas Jefferson's quote about how minorities cannot be mob ruled if we are to truly be free. Amelia talks about West Virginia State Board of Education v. Barnette, in which children were mandated to pledge allegiance to the flag. She rightfully stated sided with the dissenters. Amelia says “Our Constitution places certain rights beyond the reach of what the majority likes. The freedom of speech is such a right." Jefferson would certainly agree with this, since he firmly believed that the minority have an equal level of rights that are to be protected. Having such rights so far outside the realm of public or private hands helps to ensure that we all have as close to fair treatment as possible. Amelia talks about our nation fighting in World War 2, and that patriotism in these times is a great sense to share with one another. However, she has the clarity to see that mandating allegiance is not patriotism at all. Jefferson would most likely agree with this, since he believed that infringing on these rights was considered oppression. Amelia says "We want a nation which commands our love and respect because the government does not infringe on personal beliefs and protects the rights of all citizens." Amelia has the clarity to see that people love a place where they can be themselves, and will fight for it. This is exactly the type of foundation that Jefferson had fought for years ago. Score Trait 1 __________ Trait 2 __________ Trait 3 __________Student Social Studies 2 Thomas Jefferson states very clearly, and without faltering, that while the country will be represented by the desires of the majority, that the rights of the minority will not be infringed upon in the process. Ms. Parsons demonstrates that the country continues to uphold this principle almost 150 years after Thomas Jefferson made that statement. In the issue at hand the United States Supreme Court struck down a mandate that all students recite the Pledge of Allegiance and salute the flag each morning. In some situations, such as in the case of the Jehovah's Witnesses, saying the Pledge while saluting the flag violates their religious beliefs, and so therefore of religion. However, it was not ruled to be a violation of their freedom of religion, but rather of their freedom of speech, to say or not say what they desired. There is nothing wrong with asking children to say the Pledge of Allegiance, as pointed out by the author. It is wrong, nevertheless, to require that this be done under penalty of punishment. It resonates with Nazi idealisms of the time, that you would salute Hitler and obey the Nazi regime or face death or internment. We as a people were appalled by these revelations, but West Virginia, in their desire to prove the patriotism of their students, attempted to take the United States one step closer to this fanaticism. Despite that, the Supreme Court struck down the law and prevented one of the most basic freedoms we as Americans hold dear from being trampled upon by a majority opinion.Score Trait 1 __________ Trait 2 __________ Trait 3 __________Student Social Studies 3 Thomas Jefferson expressed in 1801 that all people, including those in the minority, should have "equal rights, which equal laws must protect" and anything less would be oppression; he considered this to be a "sacred principle". In Amelia Parsons' 1943 Letter to the Editor, more than 100 years after Thomas Jefferson expressed his opinion on the subject, she details the exact same sentiments about a court decision that had just taken place. In West Virginia State Board of Education v. Barnette, the Supreme Court ruled that children would not be forced to say the pledge of allegiance if they did not want to. Apparently, the decision did not stem so much from the Court's desire to protect freedom of religion, but rather to protect freedom of speech. As Amelia states in her letter, “[the] ruling not only affirmed the freedom of speech but expanded it to include the right not to speak". The Court ruling in favor of American’s right to not speak was a powerful decision. This ruling declared that the American government is not allowed to force Americans to say something that they don't want to say, regardless of their reasons. Because this case was ruled under a desire to maintain freedom of speech rather than freedom of religion, those who choose not to speak do not have to explain themselves; those who choose not to say the pledge of allegiance do not have to prove that they're of a religion that forbids it. To paraphrase Amelia, although an individual may not say the pledge of allegiance it does not mean that they do not respect and love their country; rather they love their country because they don't have to say it. Score Trait 1 __________ Trait 2 __________ Trait 3 __________Teach Writing Using Think Alouds When we teach writing using think alouds, we show students what is going on in our heads as we write. This provides students with a model they can follow as they write and shows them good writing is not magic but a process they can learn. - The video used to demonstrate this technique is found at: Practice Under PressureWe can create similar conditions that students will face on the GED 2014 extended responses/short answers so students will be ready when they take the actual test. Give students the same time limit they have on GED 2014: 45 minutes for RLA, 25 minutes for Social Studies, and 10 minutes for Science. To really get a feel for the actual test, have students keyboard their responses on a computer. Sample prompts can be found at:- GED Testing free practice tests: - ABSPD website: Writing for the GED Test 3, New Reader’s Press, pgs. 51 – 60, 70 – 71. - Make your own by finding reading passages online and creating your own prompts. Social Studies Graphic OrganizerPassage 2 relates to the enduring issue in Passage 1 byFirst way Passage 2 relates to Passage 1Evidence from textMy knowledge of the issueSecond way Passage 2 relates to Passage 1Evidence from textMy knowledge of the issueConclusion – Summarize your main pointsGED 2014 Social Studies Extended Response PromptQuotation“This Constitution, and the Laws of the United States which shall be made in Pursuance thereof; and all Treaties made, or which shall be made, under the Authority of the United States, shall be the supreme Law of the Land.”- United States Constitution, Article Six, 1788SpeechIn this excerpt from his August 9, 1974 speech on becoming President, former Vice President Gerald R. Ford addresses the country after becoming the first unelected President of the United States when he took office after Richard Nixon resigned during the Watergate scandal. The oath that I have taken is the same oath that was taken by George Washington and by every President under the Constitution. But I assume the Presidency under extraordinary circumstances never before experienced by Americans. This is an hour of history that troubles our minds and hurts our hearts.I am acutely aware that you have not elected me as your President by your ballots, and so I ask you to confirm me as your President with your prayers . . . . . If you have not chosen me by secret ballot, neither have I gained office by any secret promises. I have not campaigned either for the Presidency or the Vice Presidency. I have not subscribed to any partisan platform. I am indebted to no man, and only to one woman–my dear wife–as I begin this very difficult job.I have not sought this enormous responsibility, but I will not shirk it. Those who nominated and confirmed me as Vice President were my friends and are my friends. They were of both parties, elected by all the people and acting under the Constitution in their name. It is only fitting then that I should pledge to them and to you that I will be the President of all the people.Our Constitution works; our great Republic is a government of laws and not of men. Here the people rule. . . . .I now solemnly reaffirm my promise I made to you last December 6: to uphold the Constitution, to do what is right as God gives me to see the right, and to do the very best I can for America.In your response, develop an argument about how President Ford’s position in his speech reflects the enduring issue expressed in the quotation from the United States Constitution. Incorporate the relevant and specific evidence from the quotation, the speech and your own knowledge of the enduring issue and the circumstances surrounding Gerald Ford’s becoming President to support your analysis.Type your response in the box. This task may require 25 minutes to complete.Teaching Using Models: Social StudiesThe excerpt from Article 6 of the United States Constitution says the Constitution is “the supreme law of the land.” This shows the enduring principle that the United States government is founded based on laws as spelled out in the Constitution. In his 1974 speech, President Ford supports this enduring principle that the United States is a country founded on laws. Ford’s speech was given just after President Nixon resigned because of Watergate. President Ford makes it clear that “our great Republic is a government of laws and not of men” and that even the President of the United States is not above the law. The Constitution is our country’s law and political power rests in it, not any one person. Also, President Ford further supports this enduring principle when he says “our Constitution works.” This means that the United States government has continued for 200 years in spite of all the challenges we have had as a country. Even a President resigning and a new one taking office does not change does not change how the Constitution works.Finally, President Ford goes on to say that he was appointed based on laws made by people “acting under the Constitution.” People were not acting on their own authority but were directed by the laws in the Constitution. So, President Ford supports the enduring principle that the Constitution is the law of the land in the United States in his 1974 speech when he became President. The enduring principle is explained in boldThe underlined shows the connection between the enduring principle and the later speech. Personal information on the historical context is in the first sentence of the second paragraph.Specific evidence from the text is shown in italics Transition words like also and finally connect paragraphs togetherThe paragraphs bring in evidence from both passages and explain how they support the enduring principle Writing Frames – Social Studies_______________________________________________________ states the enduring principle of _________________________________________________________________________________________________________________________________________________________________________________________ (explains, supports, criticizes, gives an example of ) the enduring principle by _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________The first way ___________________ (explains, supports, criticizes, gives an example of ) the enduring principle is by _____________________________________________________________________________________________________________________________________________________________________________________________________________________________The evidence for this is ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________During this time in history, __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The second way ___________________ (explains, supports, criticizes, gives an example of ) the enduring principle is by ______________________________________________________________________________________________________________________________________________________________________________________________________________________________The evidence for this is ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________During this time in history, __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________In conclusion, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Please look at these resources at :A Teacher’s Guide. A self-paced, eight-week program to help busy educators organize and apply the range of training resources available about the 2014 GED test.The Assessment Guide for Educators. This in-depth guide to the 2014 GED test covers a range of topics including the 2014 GED test’s alignment with the common core and the scoring rubrics for extended response.The GED Test: A Content Comparison. A breakdown of the similarities between the 2002 Series GED Test and the 2014 GED test as well as a summary of the changes by content area.The 2014 GED Test Webinar Archive. A series of seven webinars that cover the latest detailed information pertaining to the 2014 GED test including The Wonderful World of GED Testing Technology, Webb’s Depth of Knowledge, and 2014 GED Test 101. The Item Samplers. Item Samplers closely resemble the operational test interface complete with Depth of Knowledge (DOK) levels and detailed answer explanations.TI-30XS Calculator Introduction Video. The TI-30XS demonstration video shows how the new on- screen calculator will function for the 2014 GED test.2014 GED Program FAQs. An extensive list of frequently asked questions about the 2014 GED program. Other Resources From Your Colleagues: ................
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