CONNECTING
HSA GOVERNMENT, DISCIPLINARY
LITERACY AND COLLEGE, CAREER AND
CIVIC LIFE (C3)
Government HSA Reinstatement – Graduation Requirement
Assumes these
students graduated in
4-years
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Government HSA
(2013/14 - Forward)
School Year
October
Admin
May
Admin
Summer
Admin
P
P
P
P
P
P
P
P
P
P
P
2013-14
2014-15
2015-16
and beyond
January
Admin
Senior
Admin
P
 Public release test (SRs/CRs) that reflects new test format will be available on
mdk12.org and PearsonAccess.com before start of 2013/14 school year
 Measures Core Learning Goals (CLGs)
 Measures same subscore categories with the same number of score points
• Goal 1 Expectation 1: US Government Structure, Functions & Principles
• Goal 1 Expectation 2: Protecting Rights & Maintaining Order
• Goal 2 Expectation 1 & 2: Systems of Government & US Foreign Policy
• Goal 3 Expectation 1: Impact of Geography on Governmental Policy
• Goal 4 Expectation 1: Economic Principles, Institutions & Processes
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Government HSA
(2013/14 - Forward)
 Government HSA will include both Selected Response (SR) and
Constructed Response (CR) items
 CR items will be like previous Brief Constructed Response (BCR)
items
 There will be no Extended Constructed Response (ECR) items
 The Government HSA 4-point rubric previously used will again be
used to score the CR items
 There will be a total of 81 items on a test form
67 items will contribute to the test score and 14 field test items,
not contributing to the score, will be embedded in each test form
 There will be multiple forms administered each test
administration
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Government HSA
(2013/14 - Forward)
SAMPLE CR
Read the quotation below and use it to answer the CONSTRUCTED
RESPONSE that follows.
“It usually takes a hundred years to make a law, and then
after it has done its work, it usually takes a hundred years to
get rid of it.”
—Henry Ward Beecher
Do you agree or disagree with this quote about the law-making
process in the United States?
How could the law-making process be improved? Explain your
answer.
Include details and examples to support your answer.
Write your answer on the lines in your Answer Book.
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2013 Government HSA Public Release Schedule
 July 2013
 mdk12.org
 pdf of test form
 “mini tests” of subscore category item sets
 individual items
 SR answer key
 CR rubric
 Sample CR student responses and scoring annotations
 PearsonAccess.com
 ePAT test form (downloadable ePAT software)
 SR answer key
 can generate print out of student SR and CR responses with SRs
scored
 August 2013
 PearsonAccess.com
 TestNav Training Center test form
 Simulates 7.5 TestNav test environment
 No seal codes in practice test
 Both non-audio and audio test form version available
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• ePAT
 Web-based application
 Accessible to LEAs and Parents via ePAT tab of website
 Can Print student Responses including Government HSA
CR responses
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PearsonAccess Training Center Practice Tests
 Accessible to LEAs via the Training Center tab of website
 Cannot print or save student responses
 Includes audio versions of the HSA and ModHSA Tests
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Mini-Tests by
Subscore
State Curriculum
High School Government
1.0 CONTENT STANDARD: POLITICAL SCIENCE – Students will understand the
historical development and current status of the fundamental concepts of authority, power,
and influence, with particular emphasis on the democratic skills and attitudes necessary to
become responsible citizens.
CLG Expectation 1.2 The student will evaluate how the United States government has maintained a
balance between protecting rights and maintaining order
Government H.S.A.
C. Protecting Rights and Maintaining Order
5. The student will analyze elements, proceedings, and decisions related to criminal and civil law (1.2.5).
Assessment Limits:
Compare and contrast the elements, proceedings and decisions in civil and criminal law.
Civil law: plaintiff, defendant, contract, breach of contract, torts (lawsuits involving negligence), damages,
preponderance of evidence, petit jury, and out-of-court settlements.
Criminal law: defendant, prosecutor, reasonable doubt, felony, misdemeanor, grand jury, indictment, probable
cause, presumption of innocence, plea bargaining, writ of habeas corpus, and subpoena
a.Describe the role of the courts in settling disputes between individuals
b.Analyze alternatives to litigation in the United States legal system for maintaining order and resolving conflicts
including out-of-court settlements, arbitration and mediation
c.Identify the elements of civil law including: plaintiff, defendant, contract, breach of contract, torts, damages,
preponderance of evidence, petit jury
d.Identify the elements of criminal law including: defendant, prosecutor, reasonable doubt, felony,
misdemeanor, grand jury, indictment, probable cause, presumption of innocence, plea bargaining, writ of
habeas corpus, subpoena
e.Compare the proceedings of civil and criminal cases including: grand jury, petit jury, indictment, standards of
proof (beyond a reasonable doubt and preponderance of the evidence), plea bargaining, probable cause, writ
of habeas corpus, and subpoena (Unit 5)
S.C. p. 11
C.L.G.
Indicator
S.C.
Objectives
The student will evaluate how the principles of
government assist or impede the functioning of
government (1.1.2)
H.S.A. GOVERNMENT ONLINE
CURRICULUM UNITS
1. Political and Economic Structures
2. Principles of Government and the
Constitution
3. Legislative Branch
4. Executive Branch
5. Judicial Branch
6. Domestic and Foreign Policy
7. Participation in Government
CLG TOOLKIT: GOVERNMENT

Can be found at
http://www.mdk12.org/instruction/curriculum/toolkit/index.html
Currently contains public release items and sample
annotated student responses to CR’s that have been
organized by indicator
 Additional resources will be added to the Toolkit in the
future.
 The Student Government Online Course is now
available on the new Blackboard site at:

https://msde.blackboard.com
What makes an effective
assessment of
knowledge and skills?
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What do you know about
College, Career, and Civic
Life (C3) A State Framework
for Social Studies?
http://www.socialstudies.org/system/files/c3/C3-Framework-for-Social-Studies.pdf
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What is your understanding of
Disciplinary Literacy (DL)?
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TAKE A FEW MINUTES TO READ THE ARTICLE
“Beyond the Bubble in
History/Social Studies
Assessment”
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COGNITIVE LEVELS
Low



Knowledge: define, identify, quote, recall, list
Comprehension: compare, describe
Medium


Analysis: explain, summarize, construct, cause
and effect
High



Synthesis: arrange, create, plan
Evaluation: judge, grade, weigh, evaluate, assess
2004 #52
2004 #52
1.2.3; 2005 #13
3.1.2; 2003 #43
1.2.3; 2001 #150
1.2.5; 2004 #2
FORMAT FOR A CONSTRUCTED RESPONSE QUESTION
Read the information below and use it to complete
the CONSTRUCTED RESPONSE that follows.
Stimulus
Directly ask students for information or an
explanation.
 Ask a higher-level cognitive question.
 Remind students to “Include details and examples
to support your answer.”

Read the excerpt below and use it to complete the BRIEF CONSTRUCTED
RESPONSE that follows.
Any person aggrieved [treated unjustly] by a
decision of a historic district commission . . . may
appeal the decision in the manner provided for an
appeal from the decision of the zoning board. . . .
—Maryland Statues, Land Use, Sec. 8.15
• Describe how the excerpt shows the concept of due process.
• Explain the importance of due process to a democratic society.
• Include details and examples to support your answer.
Write your answer on the lines in your Answer Book.
#51131
Look at the cartoon below.
Copyright © 2000, The Washington Post Writers Group. Reprinted with permission.
Which of these issues is most closely related to the cartoon?
A
the cost of home ownership
B
the safety of construction worksites
C
the amount of money made by counties
D
the difficulty of preserving open land space
CR EXAMPLE
Read the excerpt below.
“[neither] students or teachers shed their constitutional
rights of freedom of speech or expression at the school
house gate.”
–Tinker v. Des Moines School District
Explain how the point of view expressed in the excerpt
above could conflict with the functioning of a school.


Do you agree or disagree with the position taken in this
excerpt? Explain.
Include details and examples to support your answer.
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Study the political cartoon and read the information below and use them to answer the BRIEF
CONSTRUCTED RESPONSE that follows .
Lawmakers in Congress are attempting to weaken the effect of a 2006 US Supreme
Court decision that said local governments can seize people’s homes to make way for
shopping malls and other private development.



Describe how the Supreme Court’s decision may affect individual rights.
Explain whether the government should have the authority to seize private
property for what it considers “public good?”
Include details and examples to support your answer.
V 34
• Describe what advantages and disadvantages are associated with
solving the problem depicted in the cartoon.
•What problems would lawmakers most likely face in attempting to
solve this situation?
•Include details and examples to support your answer.
 Turn
to a partner and discuss
cognitive levels of these items.
 With which of these items would
your students struggle most?
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Disciplinary Literacy is the
use of discipline-specific
practices to access, apply,
and communicate content
knowledge.
WHY DISCIPLINARY LITERACY?
Ways
of thinking
 Language and vocabulary
 Types of text to comprehend
 Ways of communicating in
writing
SHIFTS IN ASSESSMENT
Moving from…
Writing from a
personal perspective
 Teacher interpreting
text
 Reading mostly
narrative
 Identifying facts
 Using a single text to
convey information

Moving to…






Evidence based responses
Students doing “the work”
Increased close reading of
informational text
Using discipline-specific
reading strategies
Analyzing and
synthesizing information
Assessing multiple sources
of information
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SOCIAL STUDIES BEFORE COMMON CORE
The Allied and Associated Governments affirm and Germany accepts the
responsibility of Germany and her allies for causing all the loss and damage to
which the Allied and Associated Governments and their nationals have been
subjected as a consequence of the war imposed upon them by the aggression
of Germany and her allies.
The Allied and Associated Governments, however, require, and Germany
undertakes, that she will make compensation for all damage done to the civilian
population of the Allied and Associated Powers and to their property during the
period of the belligerency of each as an Allied or Associated Power against
Germany by such aggression by land, by sea and from the air, and in general
all damage as defined in Annex l hereto.
Resource: Treaty of Versailles, Articles 231 and 232 (1919)
Before Common Core
The Treaty of Versailles blamed Germany solely for WWI
and insisted that Germany pay massive reparations for the
damage caused during the war. Write a five-paragraph
essay explaining Germany’s role in starting the war.
SOCIAL STUDIES WITH COMMON CORE
There must be justice for the dead and wounded and for those who have been
orphaned and bereaved that Europe might be freed from Prussian despotism.
There must be justice for the peoples who now stagger under war debts which
exceed £30,000,000,000 that liberty might be saved. There must be justice for
those millions whose homes and land, ships and property German savagery has
spoliated and destroyed.
Resource: Georges Clemenceau, speech at Paris Peace Conference (1919)
The Treaty includes no provision for the economic rehabilitation of Europe nothing to make the defeated Central Powers into good neighbours, nothing to
stabilise the new States of Europe, nothing to reclaim Russia; nor does it promote
in any way a compact of economic solidarity amongst the Allies themselves; no
arrangement was reached at Paris for restoring the disordered finances of France
and Italy, or to adjust the systems of the Old World and the New.
Resource: John Maynard Keynes, The Economic Consequences of Peace (1920)
Common Core
After analyzing multiple primary source reactions to the Treaty of
Versailles, write an argumentative text that evaluates whether the
imposition of war reparations on Germany was the best course of
action following WWI. Cite evidence from the sources to support your
claim, and refute counterclaims.
VISION DOCUMENT
What would you say are the objectives of the new Social
Studies framework?
What are the Objectives of C3?
a) enhance the rigor of the social studies
disciplines
b) build critical thinking, problem solving, and
participatory skills to become engaged
citizens
c) align academic programs to the Common
Core State Standards for English Language
Arts and Literacy in History/Social Studies.
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HOW DOES C3 FIT INTO THE CURRICULUM,
INSTRUCTION AND ASSESSMENT?