1
ISS TK20 Assignments and Rubrics (HELMS)
ED 639
Assignments/Rubrics for TK20
1. Upload your ISS PRAXIS Subscores to TK20
EXTERNAL TESTING: PRAXIS SUB SCORES AYA SOCIAL
STUDIES
The Ohio pass score is established at 157.
100% of the WSU secondary social studies candidates have passed this external test.
UNITED
CANDIDATES
STATES
HISTORY
Raw Points
T/CIVICS/POLI
HISTORY
TICAL
Average
15
– 22
GEOGRAPHY
ECONOMIC
BEHAVIORAL
S
SCIENCES
19
13
SCIENCES
29
Available
Performance
GOVERNMEN
WORLD
29
14
– 21
21
11
– 16
19
11
– 15
Range
Candidate #1
Rubric for PRAXIS SUB SCORES
Unacceptable 1
No effort to upload PRAXIS SUB SCORES
Acceptable 2
Incomplete PRAXIS SUB SCORES
Target 3
Successfully uploaded PRAXIS SUB SCORES to tk20
8
– 12
7
– 10
2
-------------------------------------------------------------------------------2. GPA
Description: Upload CoLA GPA as .doc to artifacts and then to ED 639 Class
assignments
CANDIDATES GPA
AREA OF LICENSURE
1
AYA: Integrated Social Studies
COHORT
YEAR
XXXX
Rubric for GPA
Unacceptable 1
No effort to upload GPA
Acceptable 2
Incomplete GPA
Target 3
Successfully uploaded GPA to tk20
--------------------------------------------------------------------------3. All history and social studies grades listed by NCSS Standard
PRAXIS II Secondary Social Studies score and subscores
INTERNAL SOCIAL STUDIES COURSES
GRADES ALIGNED WITH NCSS STANDARDS
Secondary Social Studies Professional Year – Graduate studies leading to initial
licensure and MA degree. All candidates must hold a Bachelors of Arts in Social
Studies Education from the College of Liberal Arts at Wright State University (or
the equivalent if applying as a non-native student).
All courses are required for all social studies candidates. In several instances the
same course is cited because this course may meet multiple standards.
This alignment is the course of study required for the Bachelors or Arts in Social
Studies Education from the College of Liberal Arts at Wright State University.
PRAXIS SOCIAL 1.1 CULTURE
PRAXIS SOCIAL 1.5 INDIVIDUAL GROUPS, INSTITUTIONS
SOC 200:
PROGRAM
Social
COMPLETERS
Life
SOC 201:
Modern
Society
Sociology
Electives
NonWestern
Cultures
Regional
Non-Western
Studies
Liberal
arts
diversity
electives
GEO 202:
Principles
of cultural
geography
3
Candidate #1
PRAXIS HISTORY 1.2 TIME, COMMUNITY AND CHANGE
PROGRAM
COMPLETERS
/
CANDIDATES
HST 101:
Ancient
and
Medieval
Europe
HST
102:
Early
Modern
Europe
HST
103:
Moder
n
Europe
HST 211:
American
Civilizatio
n to 1877
HST 212:
American
Civilizatio
n since
1877
2
Upper
level
Ameri
can
Histor
y
Upper
level
Europ
-ean
Histor
y
2 Upper
level
Nonwester
-n History
Candidate #1
PRAXIS GEOGRAPHY 1.3 PEOPLE PLACES, ENVIRONMENTS
PROGRAM
COMPLETERS
/CANDIDATES
GEO 201:
Principles of
Physical Geography
GEO 202:
Principles of Cultural
Geography
GEO 203:
Principles of
Economic
Geography
Candidate #1
PRAXIS PSYCHOLOGY 1.4 INDIVIDUAL DEVELOPMENT AND
IDENTITY
PROGRAM
COMPLETERS
/CANDIDATES
Candidate #1
PSY 105-4:
The Science of
behavior
PSY 110:
The Science of
Behavior II
PSY 351:
Social
physiology
2 Upper
level
history
electives
4
PRAXIS POLITICAL SCIENCE 1.6 POWER, AUTHORITY AND
GOVERNMENT
PRAXIS POLITICAL SCIENCE 1.10 CIVIC IDEALS AND
PRACTICES
PROGRAM
COMPLETERS
/CANDIDATES
PLS 200:
Political Life
PLS 212:
American
National
Government
PLS 222:
4 Upper
International level PLS
Politics
electives
Candidate #1
PRAXIS ECONOMICS 1.7 PRODUCTION, DISTRIBUTION AND
CONSUMER
PROGRAM
COMPLETERS
/CANDIDATES
EC 204:
Principles of
Microeconomics
EC 205:
Principles of
Macroeconomics
GEO 203:
Principles of
Economic
Geography
Candidate #1
PRAXIS 1.8 SCIENCE, TECHNOLOGY AND SOCIETY
PROGRAM
COMPLETERS
/CANDIDATES
Imbedded in industrial
revolution units in
World History
Imbedded in modern
science and society units
in US
Candidate #1
1.9 GLOBAL CONNECTIONS, INTERDEPENDENCE, AND
SOCIETY
PROGRAM
COMPLETERS
/CANDIDATES
PLS 222:
International
politics
GEO 203:
Principles of
Economic
Geography
Upper level
Nonwestern
History
Regional Non
Western Studies
5
Candidate #1
Rubric for GPA
Unacceptable 1
No effort to upload GPA
Acceptable 2
Incomplete GPA
Target 3
Successfully uploaded GPA to tk20
-----------------------------------------------------------------------------------
4. NCSS Lesson Plan (Theresa has rubric)
Social Studies Technology Project -- Power Point &
WWW
A Social Studies Lesson
• All slides are to be designed for a specific social studies unit/lesson at a
defined grade level.
• Maintain a consistent background. Use graphics with each slide
(appropriate to the lesson. Link the URLs.
• Lesson: List 5 Web sites (URLs) addresses and Title of site -- hyperlink
the URL. List five activities.
This project will require 20 - 30 PPT slides.
Choose an age appropriate lesson to present to your students.
Required Slides:
Title slide: Author and course
Unit/Grade level/lesson
Objective(s)
NCSS Standards: 1-10 ( Name the standards)
Materials needed
Web Site(s)
Student Activities
Presentation slides
6
Select graphic/animation from the WWW. Hyperlink the URLs for the
graphic.
For example, a lesson might be developed on any of the following:
proficiency tests lessons
Globalization
Americans
Ohio or State Parks or Ohio Travel
Dayton
The community
Famous people
World Travel
Any Social Science Unit
Countries or travel
Civilizations
Historical period
Transportation
Work
Intervention/Adaptation for students with
special/individual needs
(Different abilities and learning styles; include strategies for special education students
and for gifted students). Indicate how the Intervention Specialist is to be used.
Describe how the lessons and activities provided for different abilities and learning styles
Reflection
Did you accomplish your objectives/goals as stated in the technology project?
What unexpected outcomes, if any, did you experience?
What was most effective about your project? What would you do the same again?
What improvements would you make and why?
What would you do differently and why?
7
Assessment of Candidate Ability to Develop
NCSS Lesson Plan
Standards
NCSS-1.1
NCSS-1.2
NCSS-1.3
NCSS-1.4
NCSS-1.5
NCSS-1.6
NCSS-1.7
NCSS-1.8
NCSS-1.9
NCSS-1.10
Content
knowledge/
Resources
Instructional
strategies
Unacceptable
Acceptable
Target
The lesson plan provides a
limited understanding of
social studies standards.
Addresses only one – three
NCSS standards (or fails to
address standards at all)
Demonstrates a general
understanding of social
studies standards.
Addresses at least six
NCSS curriculum
standards
Demonstrates a
comprehension of social
studies standards.
Clearly addresses seven-ten
NCSS curriculum
standards
Provides adequate
background information in
individual lessons/activities
Convinces others of
knowledge of the topic.
Variety of resources
utilized in project (internet,
print, textbook, etc) at least
8-10 resources in proper
format.
Employs multiple teaching
strategies throughout the
project (3-5).
Students assume
responsibility for
identifying and using
learning resources.
Most lessons/activities are
appropriate for students’
social, cognitive and
emotional development.
Uses approaches that
Provides substantial
background information in
individual lessons/activities
Convinces others of
knowledge of the topic.
Variety of resources
utilized in project (internet,
print, textbook, etc) more
than 10 resources in proper
format.
Employs multiple teaching
strategies throughout the
project (more than 5).
Encourages students to
assume responsibility for
identifying and using
learning resources.
Activities and lessons are
well suited for students’
social, cognitive and
emotional development.
Uses a number of
Provides little or no
background information in
individual activities.
Knowledge of the topic too
vague or general
Resources weighted too
heavily in one area (internet,
print, textbook, ….) fewer
than 8-10 resources cited
Fewer than three teaching
strategies used throughout
the project.
Teacher takes on majority
of responsibility for content
delivery.
Lessons/activities are not
Differences in
appropriate for students’
learning
social, cognitive and
styles/Adaptations
emotional development.
No differentiation made in
8
teaching approaches or
performance modes.
Assessment
Reflection
Uses unbalanced mix of
assessment methods
(informal and formal). Uses
two or fewer strategies to
inform choices about
student progress and to
adjust instruction (e.g.
standardized test data. Peer
and the student selfassessment, informal
assessments such as
observation surveys,
interviews, student work,
performance tasks and
teacher made tests.)
Indicates reflection of
teacher content knowledge,
instructional planning and
assessment. Uses only
limited resources.
(Professional literature,
colleagues and other
resources) to support
position.
provide opportunities for
different performance
modes (in 2-3 lessons)
approaches that provide
opportunities for different
performance modes (more
than 3 lessons)
Employs an adequate mix
Provides a balanced range
of assessment methods
of assessment methods
(informal and formal).
(informal and formal). Uses
Uses two or three strategies three or more strategies to
to inform choices about
inform choices about
student progress and to
student progress and to
adjust instruction (e.g..
adjust instruction (e.g..
standardized test data. Peer standardized test data. Peer
and the student selfand the student selfassessment, informal
assessment, informal
assessments such as
assessments such as
observation surveys,
observation surveys,
interviews, student work,
interviews, student work,
performance tasks and
performance tasks and
teacher made tests.)
teacher made tests.)
Addresses content
knowledge, instructional
planning and assessment.
Uses adequate resources.
(Professional literature,
colleagues and other
resources) to support
position.
Clearly addresses content
knowledge, instructional
planning and assessment.
Uses professional literature,
colleagues and other
resources to support
position.
---------------------------------------------------------------------------5. NCSS Unit (Theresa has rubric)
College of Education
And Human Services
3640 Colonel Glenn Hwy.
Dayton Ohio 45435-0001
Department of Teacher Education
Assessment Number Six: the Resource Unit
9
Resource Unit Planning:
Candidates in secondary school social studies methods courses will individually
create a teaching unit (at least 10 lessons) that candidates will teach during the
student teaching internship. The unit should demonstrate an in-depth
understanding of social studies knowledge, skills, and dispositions gained
throughout the methods course.
The purpose of this assignment is for each student to demonstrate the following:
 Planning and implementing a unit based on a relevant social studies
topic

Knowledge of a thematic approach to curriculum design

Adapting instruction to meet the instructional needs of individuals
within a classroom

Assessing student learning using a variety of strategies
Introduction
a. General theme of unit
b. Identifies who, what, when, where, how long
Standards
For each lesson in the unit identify the appropriate NCSS and ODE Social Studies
Standards; multiple standards may apply for each lesson. Be certain to address seven to
ten NCSS standards in the unit.
Content
a. Summary of subject matter
b. Appropriate concepts/vocabulary
c. Provide at least 20 audio video resources in the unit
Objectives
Cognitive objectives: cite appropriate objectives
Align the objectives with Ohio/NCSS Standards
Instructional Strategies/Activities
Introduction
Development
7-12 lesson plans with appropriate format
Technology Rich Unit: At least four of the unit lessons should contain a "rich"
use of technology for teaching social studies. This unit should engage students
10
and have them actively participating. The technology should be integrated as
seamlessly as possible into the unit.
Culminating activities
Instructional resources (all annotated)
Provide teacher references (4-6)
Provide student references (10-15)
Provide at least 20 media references from 8 audio video categories
Intervention/Adaptation for students with special/individual needs
(Different abilities and learning styles; include strategies for special education students
and for gifted students)
Indicate how the Intervention Specialist is to be used.
Describe how the lessons provided for different abilities and learning styles
Assessment
Chooses appropriate assessments for the use of technology
Involves all students through technology instruction in the classroom
Integrates technology effectively into the unit
Provide sample assessment items
Provide a balanced range of assessments
Provide rubric, technology lesson, and authentic assessment
Provide student work/other supplementary material to support unit
Reflection
Did you accomplish your objectives/goals as stated in lesson plan?
What did you do differently from your plan and why?
What unexpected outcomes, if any, did you experience?
What was most effective about your lesson?
What would you do the same again?
What improvements would you make and why?
What would you do differently and why?
Assessment of Candidate Ability to Plan Instruction Unit
11
Unacceptable
Acceptable
Target
The unit provides a limited
Demonstrates a general
Demonstrates a
understanding of social
understanding of social
comprehension of social
studies concepts.
studies concepts.
studies concepts.
Addresses only one – three
Addresses at least six
Clearly addresses seven-ten
NCSS standards (or fails to
NCSS curriculum
NCSS curriculum
address standards at all)
standards
standards
Provides little or no
Provides adequate
Provides substantial
background information in
background information in
background information in
individual lessons
individual lessons
individual lessons
knowledge/
Knowledge of the topic too
Convinces others of
Convinces others of
Resources
vague or general
knowledge of the topic.
knowledge of the topic.
Variety of resources
Variety of resources
Resources weighted too
utilized in unit (internet,
utilized in unit (internet,
heavily in one area (internet,
print, textbook, etc) at least
print, textbook, etc) more
print, textbook, ….) fewer
8-10 resources in proper
than 10 resources in proper
than 8-10 resources used
format.
format.
Standards
NCSS-1.1
NCSS-1.2
NCSS-1.3
NCSS-1.4
NCSS-1.5
NCSS-1.6
NCSS-1.7
NCSS-1.8
NCSS-1.9
NCSS-1.10
Content
12
Fewer than three teaching
strategies used throughout
Instructional
strategies
unit.
Teacher takes on majority of
responsibility for content
delivery.
Lessons are not appropriate
Differences in
learning
styles/Adaptations
for students’ social,
cognitive and emotional
development.
No differentiation made in
teaching approaches or
performance modes.
Assessment
Employs multiple teaching
Employs multiple teaching
strategies throughout the
strategies throughout the
unit (3-5).
unit (more than 5).
Students assume
Encourages students to
responsibility for
assume responsibility for
identifying and using
identifying and using
learning resources.
learning resources.
Most lessons are
appropriate for students’
social, cognitive and
emotional development.
Uses approaches that
provide opportunities for
different performance
modes (in 2-3 lessons)
Lessons are well suited for
students’ social, cognitive
and emotional
development.
Uses a number of
approaches that provide
opportunities for different
performance modes (more
than 3 lessons)
Uses unbalanced mix of
Employs an adequate mix
Provides a balanced range
assessment methods
of assessment methods
of assessment methods
(informal and formal). Uses
(informal and formal).
(informal and formal). Uses
two or fewer strategies to
Uses two or three strategies
three or more strategies to
inform choices about
to inform choices about
inform choices about
student progress and to
student progress and to
student progress and to
adjust instruction (e.g.
adjust instruction (e.g..
adjust instruction (e.g..
standardized test data. Peer
standardized test data. Peer
standardized test data. Peer
and the student self-
and the student self-
and the student self-
assessment, informal
assessment, informal
assessment, informal
assessments such as
assessments such as
assessments such as
observation surveys,
observation surveys,
observation surveys,
13
interviews, student work,
interviews, student work,
interviews, student work,
performance tasks and
performance tasks and
performance tasks and
teacher made tests.)
teacher made tests.)
teacher made tests.)
Indicates reflection of
teacher content knowledge,
instructional planning and
Reflection
assessment. Uses only
limited resources.
(Professional literature,
colleagues and other
resources) to support
Addresses content
knowledge, instructional
planning and assessment.
Uses adequate resources.
(Professional literature,
Clearly addresses content
knowledge, instructional
planning and assessment.
Uses professional literature,
colleagues and other
resources) to support
colleagues and other
resources to support
position.
position.
6. NCSS Standards.ppt (Theresa has rubric)
College of Education
And Human Services
3640 Colonel Glenn Hwy.
Dayton Ohio 45435-0001
Department of Teacher Education
Assessment Number Seven: NCSS
Technology_Standards Project
position.
14
Social Studies Technology Project -- Power Point &
WWW
I. -- X. NCSS Standards (10)
• Create 1 title slide and 1 table of contents slide
• Title, grade, SS unit/lesson, and author.
• Create 2-4 slides for each of the 8 Ohio Strands.
• All slides are to be designed for a specific social studies unit/lesson at
a defined grade level.
• Maintain a consistent background. Use graphics with each slide
(appropriate to the strand. Link the URLs.
• 10 Standards: List 5 Web sites (URLs) addresses and Title of site -hyperlink the URLs. List five activities for each of the 10 Standards.
This project will require 20 - 30 PPT slides.
I. CULTURE -II. TIME, CONTINUITY, AND CHANGE –
III. PEOPLE, PLACES, AND ENVIRONMENTS –
IV. INDIVIDUAL DEVELOPMENT AND IDENTITY
V. INDIVIDUALS, GROUPS, AND INSTITUTIONS
VI. POWER, AUTHORITY, AND GOVERNANCE -VII. PRODUCTION, DISTRIBUTION, AND CONSUMPTION
VIII. SCIENCE TECHNOLOGY AND SOCIETY
IX. GLOBAL CONNECTIONS
15
X. CIVIC IDEALS AND PRACTICES
Intervention/Adaptation for students with special/individual needs
(Different abilities and learning styles; include strategies for special education students
and for gifted students). Indicate how the Intervention Specialist is to be used.
Describe how the lessons and activities provided for different abilities and learning styles
Reflection
Did you accomplish your objectives/goals as stated in the technology project?
What unexpected outcomes, if any, did you experience?
What was most effective about your project?
What would you do the same again?
What improvements would you make and why?
What would you do differently and why?
16
Assessment of Candidate Ability to Develop
NCSS Standards Technology Project
Standards
NCSS-1.1
NCSS-1.2
NCSS-1.3
NCSS-1.4
NCSS-1.5
NCSS-1.6
NCSS-1.7
NCSS-1.8
NCSS-1.9
NCSS-1.10
Content
knowledge/
Resources
Instructional
strategies
Unacceptable
Acceptable
Target
The project provides a
limited understanding of
social studies standards.
Addresses only one – three
NCSS standards (or fails to
address standards at all)
Demonstrates a general
understanding of social
studies standards.
Addresses at least six
NCSS curriculum
standards
Demonstrates a
comprehension of social
studies standards.
Clearly addresses seven-ten
NCSS curriculum
standards
Provides adequate
background information in
individual lessons/activities
Convinces others of
knowledge of the topic.
Variety of resources
utilized in project (internet,
print, textbook, etc) at least
8-10 resources in proper
format.
Employs multiple teaching
strategies throughout the
project (3-5).
Students assume
responsibility for
identifying and using
learning resources.
Most lessons/activities are
appropriate for students’
social, cognitive and
emotional development.
Uses approaches that
provide opportunities for
Provides substantial
background information in
individual lessons/activities
Convinces others of
knowledge of the topic.
Variety of resources
utilized in project (internet,
print, textbook, etc) more
than 10 resources in proper
format.
Employs multiple teaching
strategies throughout the
project (more than 5).
Encourages students to
assume responsibility for
identifying and using
learning resources.
Activities and lessons are
well suited for students’
social, cognitive and
emotional development.
Uses a number of
approaches that provide
Provides little or no
background information in
individual activities.
Knowledge of the topic too
vague or general
Resources weighted too
heavily in one area (internet,
print, textbook, ….) fewer
than 8-10 resources cited
Fewer than three teaching
strategies used throughout
the project.
Teacher takes on majority
of responsibility for content
delivery.
Lessons/activities are not
appropriate for students’
Differences in
social, cognitive and
learning
styles/Adaptations emotional development.
No differentiation made in
teaching approaches or
17
performance modes.
Assessment
Reflection
Uses unbalanced mix of
assessment methods
(informal and formal). Uses
two or fewer strategies to
inform choices about
student progress and to
adjust instruction (e.g.
standardized test data. Peer
and the student selfassessment, informal
assessments such as
observation surveys,
interviews, student work,
performance tasks and
teacher made tests.)
Indicates reflection of
teacher content knowledge,
instructional planning and
assessment. Uses only
limited resources.
(Professional literature,
colleagues and other
resources) to support
position.
different performance
modes (in 2-3 lessons)
opportunities for different
performance modes (more
than 3 lessons)
Employs an adequate mix
Provides a balanced range
of assessment methods
of assessment methods
(informal and formal).
(informal and formal). Uses
Uses two or three strategies three or more strategies to
to inform choices about
inform choices about
student progress and to
student progress and to
adjust instruction (e.g..
adjust instruction (e.g..
standardized test data. Peer standardized test data. Peer
and the student selfand the student selfassessment, informal
assessment, informal
assessments such as
assessments such as
observation surveys,
observation surveys,
interviews, student work,
interviews, student work,
performance tasks and
performance tasks and
teacher made tests.)
teacher made tests.)
Addresses content
knowledge, instructional
planning and assessment.
Uses adequate resources.
(Professional literature,
colleagues and other
resources) to support
position.
Clearly addresses content
knowledge, instructional
planning and assessment.
Uses professional literature,
colleagues and other
resources to support
position.
----------------------------------------------------------------------------
ED 648
See syllabus specific instructions for the following assignments and
upload as .doc or .ppt
1. Diversity_ Police Ride-along
Assignment:
Arrange a Friday or Saturday Night (9:00PM-1:00AM) Ridealong with a
local police agency. Write a four page descriptive narrative of the events and
a one page reflective statement
Rubric
Unacceptable 1
18
Little or no effort to complete the assignment
Acceptable 2
Satisfactory attempt to complete the Police-Ride Along, and written
description/reflection documents the events of the Police-Ride
Target 3
Successfully analyzed and synthesized the importance of public safety to the
diverse needs of the community in a written description/reflection
----------------------------------------------------------------------------