Gwinnett High School
Gateway Assessment
Social Studies
1
Gateway Resources
• The following resources are posted on the GCPS
website:
–
–
–
–
–
–
–
Rubrics
Student Friendly Rubrics
Social Studies Writing Topic
Sample Papers and Annotations
Instructional Strategies
Performance Level Samples
Parent Brochure
http://www.gwinnett.k12.ga.us/gcps-mainweb01.nsf/pages/ResourcesforHighSchoolGatewaySocialStudies?OpenDocument&~QuickLinks
2
Overview of Social Studies Gateway
• 4 Domains
–
–
–
–
•
•
•
•
Development, Analysis, and Interpretation (DEV)
Expression of Social Studies Knowledge (KNOW)
Organization of Social Studies Concepts (ORG)
Conventions (CONV)
5 Score Points per domain
One overall score per content area
Scale Scores
3 Performance Levels
– Does Not Meet
– Meets
– Exceeds
3
Weighting of Domains
Weight
% Total
Score
1. Development, Analysis, and Interpretation (DEV)
3
30%
2. Expression of Social Studies Knowledge (KNO)
2
20%
3. Organization of Social Studies Concepts (ORG)
3
30%
4. Conventions (CONV)
2
20%
Social Studies Domain
4
Sample Domain and Raw Scores
Meets
Exceeds
DEV
KNOW
ORG
CONV
Total Raw
Rater 1
Rater 2
1
1
1
1
1
1
1
1
20
Rater 1
Rater 2
2
2
2
2
2
2
2
2
40
Rater 1
Rater 2
3
3
2
2
2
2
3
3
50
Rater 1
Rater 2
3
3
3
3
3
3
3
3
60
Rater 1
Rater 2
4
4
3
3
3
3
4
4
70
Rater 1
Rater 2
4
4
4
4
4
4
4
4
80
Rater 1
Rater 2
4
4
4
4
5
5
5
5
90
Rater 1
Rater 2
5
5
5
5
5
5
5
5
100
5
Note: Raw scores are not reported; raw score to scale score conversion is specific for each prompt.
Gateway Writing Topics
Social Studies
6
7
What types of questions are on the
Gateway Assessment?
Questions may be focused on a particular civilization or an
historical era. Students will be expected to answer questions
concerning:
• Technological advances
• Forms of government: their benefits and limitations
• Social and economic conditions
• Causes of revolutions and wars
• Prominent leaders in history
• Class structure
• World religions
• Colonialism and Imperialism
• Exploration
8
Sample Social Studies Topic
Form 416
Cultural Contributions of the Renaissance
Historical Background
Throughout history, the search for meaning and beauty has led people to create great
works of art and to think in new and different ways. The European Renaissance is
particularly noteworthy for cultural contributions.
Writing Task
Write an essay in which you discuss the cultural contributions of the Renaissance.
In your essay, be sure to do the following.
• Discuss the artistic contributions of the Renaissance.
• Discuss the literary contributions of the Renaissance.
• Discuss the scientific contributions of the Renaissance.
(Documents A through C are related to this writing task.)
9
Form 416 – Document A
Mona Lisa
Pieta
10
Form 416 – Documents B & C
Document B
Document C
Writers of the Renaissance
Petrarch
Miguel de Cervantes
Giovanni Boccaccio
William Shakespeare
Leonardo da Vinci’s Flying Machine
Galileo used this telescope
to observe the moon.
11
Practice Social Studies Topic
Form 416
Cultural Contributions of the Romans
Historical Background
Throughout history, the search for meaning and beauty has led people to
create great works of art and to think in new and different ways. The Roman
Classical Age is particularly noteworthy for cultural contributions.
Writing Task
Write an essay in which you discuss the cultural contributions of the Romans.
In your essay, be sure to do the following.
• Explain Roman contributions to government and engineering.
• Discuss Roman religion.
• Discuss two or more Roman contributions to arts and entertainment.
12
DOCUMENT A
A Roman Road
13
Roman Aqueduct
DOCUMENT B
Classical Gods and Goddesses
Greek
Roman
Zeus
Hades
Aphrodite
Poseidon
Jupiter
Pluto
Venus
Neptune
DOCUMENT C
The Spread of Christianity during the Roman Empire
14
DOCUMENT D
Constantine I reportedly
fought under this symbol
after he saw it in a vision
and heard the words
“In hoc signo vinces”
(“In this sign, conquer”).
DOCUMENT E
Colosseum
TOP 2 TIERS OF SEATING
TOP TIER:
SQUARE WINDOWS
AND BRONZE SHIELDS
LOWER 2 TIERS OF SEATING
MARBLE FAÇADE OF
ARCHES AND STATUES
THREE FLOORS OF
ARCHES AND COLUMNS
EMPEROR HAS HIS PODIUM
SIDE ACCESS TO ARENA
TRAP DOOR WITH LIFT
80 ACCESS ARCHES
4 MAIN ENTRANCES
FIGHTING ARENA. WOODEN
FLOOR COVERED IN SAND
DUNGEONS AND ANIMALS
POSTS AND RAILING
TO FASTEN VELARIUM
15
Response Folder
16
High School Gateway Checklist
(page two of response folder)
Address and develop each part of the Writing Task.
 Have you developed each part of the Writing Task?
 Have you included detailed evidence for each of your supporting ideas?
 (Social Studies only): Have you supported your conclusions with factual information?
 (Science only): Have you explained the connections within and across parts of the
Writing Task?
Use information from the documents and your prior knowledge.
 Have you included information from the provided documents?
 Have you included relevant information from your high school courses?
Organize your ideas.
 Have you provided a clear introduction, middle, and conclusion to your essay?
 Are your ideas logically grouped and linked in all parts of your essay?
Use correct conventions of writing.
 Have you written complete and varied sentences with appropriate end punctuation,
coordination, and subordination?
 Are your spelling, punctuation, capitalization, and usage correct?
 Have you cited your sources when you paraphrased and quoted information from the
documents?
17
Citations Page from the Test Booklet
Citing Original Sources
Citation for a Direct Quotation Within the Context of a Sentence
In Closing the Ring, Winston Churchill states the importance of a continued alliance
between the United States, Britain, and Russia: “We are the trustees for the peace of
the world….We must remain friends in order to ensure happy homes in all countries.”
Citation for a Paraphrased Passage Within the Context of a Sentence
Winston Churchill, in Closing the Ring, states that if the United States, Britain, and
Russia remain allies, lasting peace is possible.
Parenthetical Citation for a Direct Quotation from a Gateway Document
The depth of Challenger Deep is put into perspective with the knowledge that one
would have “to stack 26 Empire State Buildings (430 meters tall) on top of one
another to reach the surface of the ocean from the bottom” (Document B).
Parenthetical Citation for a Paraphrased Passage from a Gateway Document
The deepest spot know on this planet is Challenger Deep in the Marianas Trench.
Twenty-six Empire State Buildings stacked on top of each other would be needed to
reach the surface of the Pacific from this great depth (Document B).
18
Understanding and Using the Information
in the Gateway Documents
• Students need explicit instruction in processing
historical documents like diagrams, tables, maps,
quotations, photographs, timelines, and charts in order
to be prepared for the Gateway Assessment.
• It is important to assess your students’ ability to
interpret historical documents at the beginning of the
school year in order to plan for their instructional
needs.
• These interpretive skills are a form of visual literacy
that is often overlooked in general reading
comprehension course work, because most non-history
books don’t contain diagrams, maps, and timelines.
19
How to Use Information from the Documents
and Prior Knowledge to Address the Task
• A good starting point for students is to review the
documents to see which of the three bullets each
document relates to.
• Then think about what prior knowledge they may
have about these topics.
• Students can link the information in the
documents to their prior knowledge and then
draw conclusions or make interpretations.
– Ask who, what, why, when, or where.
• A Concept Map can be used to illustrate the
connections between ideas.
20
Bullet 1. Discuss the artistic
contributions of the Renaissance.
Document A
Mona Lisa
Connect Document Info to
Prior Knowledge
• Painting
– Artists (who)
– Techniques/specific
paintings (what)
– Significance (why)
• Sculpture
– Artists (who)
– Techniques/specific works
(what)
– Significance (why)
Pieta
21
Bullet 2. Discuss the literary
contributions of the Renaissance.
Document B: Writers of
the Renaissance
Petrarch
Miguel de Cervantes
Giovanni Boccaccio
William Shakespeare
Connect to Prior Knowledge
• Specific Works (what) &
Significance (why)
– Sonnets/Humanism
– Don Quixote – satirical
novel about chivalry
– Decameron – allegorical
tales, 14th century
– Plays and Themes: Romeo
and Juliet, Julius Caesar
22
Bullet 3. Discuss the scientific
contributions of the Renaissance.
Document C
Leonardo da Vinci’s Flying Machine
• Themes (why)
– Scientific Method
– Observation and
experimentation rather
than ancient authority
– Da Vince as embodiment
of “Renaissance Man”
• Inventions (what)
– Telescope, microscope,
mathematics
• Astronomy (what)
Galileo used this
telescope to observe
the moon.
– Heliocentric view,
discovery of planets,
moons
23
Mind Maps/Concept Maps
• Teacher can provide some or all of the words
or concepts to be used in the maps.
• Start with a simple mind map and move into a
content specific concept map.
• Research shows that using concept maps
(handing out a completed map as an advance
organizer) is helpful, but not as helpful as
having the students construct the maps after
a lecture, lab, or reading assignment.
24
Mind Map
25
Parts of a Concept Map
• Content area Concepts
• Linking Lines
• Linking Phrases written on the lines
connecting concepts
– These show the relationships between ideas
26
Impact on
Today’s
Society
Renaissance Concept Map
Middle
Ages
Scientific
method
Renaissance
Art
Literature
Cervantes
wrote
Balance and
proportion
Don
Quixote
theme
Realism
Parody of
M.A.
Romance
Mona
Lisa
Painted by
Science
Petrarch
Shakespeare
wrote
wrote
Sonnets and
Plays
Sonnets
Flying
Machine
Romeo &
Juliet, Julius
Caesar
Leonardo da
Vinci –
Renaissance Man
Telescope
Galileo
27
Uses for Concept/Mind Maps
• Advance Organizers
• Reading Comprehension Tool
– Summarizing and making connections
across a reading assignment
• Prewriting strategy/Graphic Organizer
• Study Guide
• Maps help us organize, consolidate and digest
knowledge.
28
29
Stages of Construction
• Brainstorming the concepts
– List all terms and concepts associated with the topic
– Write them on post-it notes (one word or phrase)
• Organizing the concepts
– Spread concepts on a table or blackboard
• Layout
– Place closely related items near each other
• Linking the Concepts
– Use lines with arrows to connect and show the relationship.
• Revising if necessary
– Consider adding colors or different fonts or shapes
30
Renaissance Concepts
•
•
•
•
•
•
•
•
•
•
Humanism
Rebirth
Art
Literature
Science
Realism
Perspective
Leonardo da Vinci
Mona Lisa
Michelangelo
•
•
•
•
•
•
•
•
•
Shakespeare
Petrarch
Printing press
Sonnet
Galileo
Copernicus
Scientific Method
Telescope
Geocentric Theory
31
Instructional Strategy - GRAPES
• To help students generate ideas, ask them to
consider these common themes in world history
to address the topic:
• Geography
• Religion
• Accomplishments or Art
• Political Systems
• Economics
• Social Structure
32
Teaching Concept Maps
• Show some student created samples first so the students don’t get
discouraged easily.
• Have the students review the big ideas, concepts, and vocabulary
• Allow students to work in small groups until they get the hang of it.
• Allow share time so that groups can observe all the different
concept links that are possible.
• Students can also write comments and additional suggestions in the
margins of others maps.
• Put the maps on the walls of the classroom (until the test)
• Save some (or copies of all) of the maps in a notebook or scan file
to share with future classes.
• Emphasize to students that this is not about artistic ability.
• Don’t start too ambitiously: let students practice with 5-10 concepts
and sub-concepts before attempting more complex mapping.
33
Evaluating Concept Maps
• Accuracy
– Are the concepts and relationships correct?
• Thoroughness
– Are any concepts missing?
• Organization
– Is the map laid out in a way that moves from
general (higher order) concepts are clear and
relationships are easy to follow?
34
Scoring Rubrics
35
36
Five Levels of Competence/Control in the Rubric
•
Full Command (5)
– All of the components and elements of the domain are demonstrated in a variety of ways
throughout the response.
– Errors are minor and do not interfere with communication of the writer’s meaning
•
Consistent Control (4)
– All of the components and most of the elements of the domain are demonstrated in a variety
of ways throughout the response.
– Errors usually confined to a single component or element and do not interfere with
communication of the writer’s meaning.
•
Sufficient Control (3)
– A majority of the components are demonstrated in the response.
– Errors may occur in more than one component, but most do not interfere with communication
of the writer’s meaning.
•
Limited Control (2)
– Some of the components are demonstrated in parts of the response.
– Errors may interfere with meaning or very simple but correct forms are demonstrated.
– The response may be limited due to brevity.
•
Lack of Control (1)
– Few, if any, of the components are demonstrated in the response.
– Errors are frequent, severe, and interfere with communication of the writer’s meaning.
– Extremely brief responses do not demonstrate enough evidence to determine competence.
37
Score
Point
Level of Control
Graphic Representation
Green = Control
5
Full Command
4
Consistent Control
3
Sufficient Control
2
Limited Control
1
Lack of Control
Red = Lack of Control
38
Help Students Understand the Rubrics
• As a class activity, read some of the responses
in the Assessment and Instructional Guide
that received scores of “5” in Development
and Knowledge.
• Ask students to articulate in their own words
the qualities of a fully (or sufficiently)
elaborated Gateway response.
• Refer to the Student-Friendly Rubrics
39
Gateway Scoring Domains
Social Studies
40
Domain 1. Development, Analysis, &
Interpretation (DEV)
41
Continuum of Development
• How well are all parts of the assigned task
explained?
Score: 1
Score: 2
Score: 3
Score: 4
Score: 5
No Parts
Explained
One part
sufficient
and two
limited; or
all parts
limited
Two parts
sufficient;
one part
limited
Two parts
well
developed;
one part
sufficient
All parts
fully
explained
42
Development, Analysis, &
Interpretation
• Overview Statement: The degree to which the writer
demonstrates a depth of understanding of Social
Studies through the description, analysis,
interpretation, and synthesis of facts, concepts, and
events related to the assigned task.
• Components of Development
– Depth of Development
• Analysis and Interpretation of relationships implicit in the writing
task
• Description of social studies facts, concepts and historical events
– Response to the Task
– Focus/Relevance
43
Depth of Development
• Elements of Depth of Development:
– Analysis and Interpretation of relationships implicit in the writing task
– Description of social studies facts, concepts, and historical events
• Writers achieve depth by analyzing, interpreting, and synthesizing
the facts, concepts and principles inherent in each Gateway
assigned task and by describing historical events.
• Analysis, synthesis, and interpretation are tools that a writer uses to
demonstrate how specific historical facts relate to larger, more
general concepts and principles of world history (often referred to
as the “big picture.”).
• The writer accomplishes this by explaining why historical events
occurred in addition to describing what occurred.
• The amount of depth in a student response is based on the degree
to which the writer elaborates the explanations of each part of the
assigned task.
44
Response to the Task
• The response to the task component involves the
degree to which the writer addresses each part of the
Gateway task.
• Most Gateway Social Studies test forms have three
parts, and students are required to answer all of them.
– High level responses address all parts of the writing task
thoroughly.
– Mid-level responses address most parts of the writing task
with some detail.
– Low level responses may only address a small part of the
task or do not address the assigned task with clarity and
correctness.
45
Focus/Relevance
• Relevant details focus directly on the assigned Gateway task.
• Student writers are not penalized for including additional details,
but an abundance of irrelevant details is an indicator that the writer
may not understand the major concepts and principles in the
assigned task.
• Information about time periods other than the Renaissance may be
irrelevant, but the writer could also include such examples to
contrast the Renaissance with earlier and/or later times.
– For example, in an explanation of the artistic contributions of the
Renaissance, it is directly relevant to discuss artistic themes in the
Middle Ages and to contrast the more secular themes of the
Renaissance artists.
– Likewise, it is also relevant to illustrate how scientific advancements of
the Renaissance influenced later scientific discoveries.
46
Domain 2. Expression of Social Studies
Knowledge
47
Continuum of Knowledge
• How much correct prior knowledge and social studies
vocabulary does the writer include in the response?
Score: 1
Score: 2
Score: 3
Score: 4
Score: 5
Incorrect
information;
documents
used
incorrectly
Insufficient
PK; Over-
Generally
correct prior
knowledge;
appropriate
use of
documents
Considerable
Prior
Knowledge
Extensive
Prior
Knowledge
reliance on
information
from
documents
48
Expression of Social Studies Knowledge
• Overview Statement: The degree to which the
writer uses appropriate social studies
vocabulary, relevant prior knowledge, and
information from the provided documents.
• Components of Knowledge
– Prior Knowledge
– Use of Documents
– Social Studies Vocabulary
49
Prior Knowledge
• Prior Knowledge is any relevant, correct
knowledge which is not included in the historical
background or in the provided documents of a
Gateway Test Form.
• Student writers are expected to include some
prior knowledge in each part of their responses.
• It is important to be familiar with the provided
documents in order to correctly gauge the
amount of prior knowledge demonstrated in a
student response.
50
Social Studies Vocabulary
• Student writers are expected to use correct social
studies vocabulary in each part of their
responses.
• Some social studies vocabulary is included in the
Historical Background of the test form and in the
documents provided to cue the students’ prior
knowledge.
• It is appropriate for students to use the terms
that are provided in the documents; however, it is
expected that students will add additional
vocabulary in constructing their responses.
51
Relevant Social Studies Vocabulary
•
•
•
•
•
•
•
•
•
•
Renaissance
Realism
Perspective
Frescoes
Movable type
Printing press
Humanism
Patrons
Sonnet
Geocentric Theory
Heliocentric Theory
•
•
•
•
•
•
•
•
•
•
Romans
Pax Romana
Senate
Transportation
Gladiators
Names of Emperors
Amphitheater
Mosaics
Polytheism/Monotheism
Western Culture
Trade Routes
52
Use of Documents
• Documents are provided with each form of the Gateway
Social Studies Assessment.
• These documents may include photographs, maps,
diagrams, flow charts, political cartoons, charts, and
time lines.
• The purpose of these documents is to provide historical
information to interpret as well to cue students to their
prior knowledge about each social studies topic.
• Appropriate use of the provided documents involves
correctly interpreting and applying the information in
the documents to answer each part of the assigned
task.
• Inappropriate use involves simply copying statements
verbatim from the documents without using quotation
marks and a citation of the source or interpreting the
information incorrectly.
• Instruct students in the proper citation of sources by
reviewing the “Citing Original Sources” page of the test
booklet.
Writers of the Renaissance
• Petrarch
• Miguel de Cervantes
• Giovanni Boccaccio
• William Shakespeare
53
Depth of Development &
Prior Knowledge by Bullet
Bullet 1: Contributions to Government and Engineering
Bullet 2: Roman Religion
Bullet 3: Contributions to Arts and Entertainment
54
Government and Engineering: Score Point 1
Roman contributes by helping other people build a road
way so people could pass through. Roman built a roadway so
people could travel around and get where they need to get.
Roman was built in Italy.
55
Government and Engineering: Score Point 2
The engineering of the Romans for building was stone. As
you can see in Document A, the roads were laid down of stones.
That led to many important buildings like the Colosseum. They
also had a great government. It was a republic which gives the
citizens rights and there are many different countries that are a
republic because of the Romans spreading it.
56
Government and Engineering: Score Point 3
At one point in time, the Romans had an empire. It was
ruled by an emperor, who made all the decisions and had all the
power. Their government affects us today because most
countries have a government where one person is in charge and
has all the power. Also, the Roman’s engineering has affected
almost everyone after the decline of Rome. As shown in Doc. A,
Romans made roads and aqueducts. These inventions made
travel and the dispertion of water easier. Roads benefit people
even today because they help make trade easier, and they help
with cultural diffusion.
57
Government and Engineering: Score Point 4
The Romans lived in a period when empires began to rise. The
Roman Empire itself was an empire, hence the name. The empire was
ruled by the absolute-power holding Emperors. This type of
government system is reflected in Roman Empire’s successors such as
the absolute monarchs of Europe, the Emperors of China, the Czars of
Russia, and the Shoguns of Japan.
The Roman Empire did not only leave impressions on future
government systems, but their sophisticated advancements in
technology helped pave the way for the world we live in today. For
example, until the empire of Rome, ancient societies saw no efficient
kind of irrigation system. This deficiency in irrigation technology was
mitigated when the Romans created aqueducts, complex systems that
transported water throughout Rome. Furthermore, this time period
saw new, but welcome changes when the Romans created an efficient
system of transportation that consisted of paved roads. These roads
allowed for safer and quicker navigation in the massive Roman Empire.
58
Government and Engineering: Score Point 5
With the start of the Roman Classical Age came a new type of government in
Rome, as well as increased trade and heightened Roman influence throughout
Europe. As the term “Empire” suggests, Rome as ruled by an emperor – the first
being Augustus – who was backed by the Senate, a group of very wealthy nobles
who supervised and aided the emperor in his decisions. Previously, Rome had
been a Republic, with two consuls, a Senate, and a Tribunal Assembly that
represented the common people. The influence of both types of Roman
government are obviously evident in the modern-day structure of government in
countries all around the world. The United States’ government, for example,
consists of an executive branch led by the president, as well as the Senate and
House of Representatives. The members of the Senate and House are elected by
American citizens, and these members represent the people’s voice in the
government’s actions.
In addition to the emergence of the Roman Empire, new paved roads and
efficient aqueducts were built all over Rome. The Roman Road, as depicted in
Document A, provided a safer and more reliant means of transporting goods and
services, as well as an easier mode of communication. The roads connected the
entire Empire, allowing the emperor to exert a more influential force over parts
of the Empire that were distant or remote. The Roman aqueduct, also shown in
Document A, allowed for thousands of gallons of water to be transported to the
major cities in the Empire everyday. With fresh, clean water available, the
Romans were able to practice good hygiene, and they also were able to
accomplish other tasks besides having to find water for their families everyday.
59
Religion: Score Point 1
Many of the Greek and Roman gods have specific
meanings and controversial names. But the world will never
know who gave these gods their names. Did the gods name
themselves? As for this being so late in the ancient history who
would know. Greek and Roman none of their gods had all the
same power, each god had a different quality.
60
Religion: Score Point 2
The Romans first believed in many Gods. Soon everyone
in the Roman Empire would be Christians. Paul began to spread
the Christian gospel around the world. Because of this, today
there are more Christians than any other religion.
61
Religion: Score Point 3
At first the Romans were polytheistic, which means they
believed in many gods such as Jupiter, Neptune and Pluto
(Document B). These gods were based on the Greek gods Zeus,
Poseidon, and Hades (Doc B). Over time, as they had new rulers,
and Constantine came to power, he changed and converted to
Christianity, a monotheistic religion. Christianity spread quickly
throughout the territories of the Roman Empire as shown in
Document C.
62
Religion: Score Point 4
In early Roman history, the people of Rome were
polytheistic, believing in more than one god. They often had
religious festivals praising all of their gods and goddesses,
thanking them for watching out for the people of Rome. All of
this began to change when Christianity was slowly introduced.
The number of Christians began to increase, and by 300 C.E.
there were Christian communities being established in Rome
(Documents B and C). The height of Christianity was when
Emperor Constantine converted to Christianity. He came
about this decision while in battle. As he was fighting he had a
vision of a symbol which he believed came from God
(Document D). After trusting in this sign, he won the war, and
converted to Christianity. After it became the official religion
of Rome, Christianity spread throughout the empire.
63
Religion: Score Point 5
Earliest Romans were polytheistic and practiced the worship of gods
and goddesses, which were adopted from Greek culture. As stated in
Document B, the Roman equivalent of the Greek Zeus was called Jupiter. The
early Romans believed that Jupiter was the father of the gods – the most
powerful of the gods and goddesses. They worshipped the gods and
goddesses through sacrificial events and special festivals and celebrations
dedicated to each of the gods and goddesses. Later, however, during the
Roman Classical Age, the religion of Christianity surfaced and quickly spread
throughout the Empire. Christians believed in the presence of one allpowerful God, whose son – Jesus – is the Messiah who came to save them. As
indicated on the map in Document C, Christianity became very prominent in
the Empire as the apostle Paul spread the faith to both Jews and Gentiles.
Christianity became an official religion accepted by a Roman emperor after
Constantine saw the vision of a cross in battle (as depicted in Document D),
and won the battle by asking for God’s help. Later, Christianity became the
official religion of Rome under Theodosius’ reign. Christianity spread so
successfully throughout the empire due to the Pax Romana and roads, which
allowed the safe exchange of ideas throughout Rome.
64
Arts and Entertainment: Score Point 1
There floors are arches and columns. Also they have
marble facade of many arches and statues for there art to make
it really nice. And they will be able to filled it up. For most of
their entertainment they used side access to arena, also
dungeons and animals, have shows there. Many of the Romans
have used these events and there shows for the audience.
65
Arts and Entertainment: Score Point 2
The Romans were one of the first to come up with
something to entertain an audience. The created the Colosseum,
which can be seen in Document E. They did some things there
with people and animals to entertain the people. They did plays
in front of an audience to entertain them. Today, we do similar
things to entertain. The type of art the Romans had were
paintings and statues. We’ve created our own kind of statues
and paintings similar to those the Romans created.
66
Arts and Entertainment: Score Point 3
The Romans entertained themselves in many ways. Some
people were artists who created sculptures of emperors and
important people, as well as making pottery and paintings. They
also entertained themselves with Gladiator fights of different
types, such as gladiators against wild animals, or gladiators
against other gladiators. They also had chariot racing, and many
of the events took place in the Colosseum, as shown in
Document E. In this building there are many arches and statues
shown in the outside design. It was one of the largest arenas at
that time that was used to entertain thousands of citizens and
the rulers. The design is similar to the stadiums we have today.
67
Arts and Entertainment: Score Point 4
The Romans were master architects whose works can still be
seen to this day. The Colosseum (Doc. E) is a prime example of the
Roman’s artistic ability. Besides being enormous, the Colosseum was
also steeped with architectural designs. The outside alone included
bronze shields, marble façade of arches and statues, square windows,
and elegant columns just to name a few. Just as the exterior was a
spectacle, so was the inside. The interior was lined with row after row
of seats for the spectators, and even the arena platform was
elaborately designed. The fighting area was fitted with trap doors and
even a dungeon and animal cages underneath it. All of the design and
architecture was constructed for the purpose of entertainment for the
Romans. The entertainment included everything from chariot races to
Christian persecutions. The most well known of all the entertainment
however, has to be the gladiator battles. In these battles, any number
of gladiators fought each other to the death, and some of them
included wild animals such as lions or tigers.
68
Arts and Entertainment: Score Point 5
The Roman idea of “bread and circus” was popularized during
the empire’s reign as a means to keep Roman people satisfied and in
their place, and it resulted in a surge of new forms of entertainment.
The theory basically stated that if people were kept occupied by
delicious food and great spectacles, they would remain content and
not rebel against the government. This resulted in the building of
elaborate arenas, such as the Colosseum, meant for crowd pleasing
events. At the Colosseum, gladiators fought each other or ferocious
animals to the death as huge quantities of people watched and
cheered. Mock naval battles were also held at the Colosseum.
Furthermore, Romans favored theater and held many drama festivals
featuring both comedies and tragedies, the two major genres. While
gladiator fights are no longer held, many of the these dramas are still
performed in our theaters today. Roman art, such as frescoes and
mosaics became the most evident form of pictoral expression. The Pax
Romana allowed for the trade of this art to locations around the
empire, resulting in the exchange of ideas.
69
Sample Papers - Renaissance
Paper #
DEV
KNO
ORG
CON
Performance
Level
6
4
4
5
5
Exceeds
11
3
3
3
4
Meets
16
2
2
2
2
Does Not
Meet
70
Paper 6
Exceeds
Setting the historical
context is an effective way
to introduce the topic.
PK
Analysis: Compares Art in
Middle Ages vs Renaissance
PK & DEV: Specific
techniques and artists
Analysis: significance of
contributions
71
Prior Knowledge & DEV
Analysis & Interpretation
PK/vocabulary
Analysis & Interpretation
72
Strong Conclusion – returns to
themes introduced in the
introduction without repetition:
rebirth, influence on today, shift
from Middle Ages to Renaissance
73
Renaissance Concept Map – Paper 6
Middle
Ages
Scientific
method
Renaissance
Art
Literature
Cervantes
wrote
Balance and
proportion
Don
Quixote
theme
Realism
Parody of
M.A.
Romance
Mona
Lisa
Painted by
Impact on
Today’s
Society
Science
Petrarch
Shakespeare
wrote
wrote
Sonnets and
Plays
Sonnets
Flying
Machine
Romeo &
Juliet, Julius
Caesar
Leonardo da
Vinci –
Renaissance Man
Telescope
74
Paper 11
Meets
Prior Knowledge
General, somewhat
vague conclusions
75
Prior Knowledge
Analysis & Interpretation
Analysis & Interpretation
Incorrect information
Analysis & Interpretation
76
Conclusion restates the
topic and 3 types of
contributions.
77
Paper 16
Does Not Meet
No introduction – begins
with discussion of
Document A.
Some prior knowledge
about Shakespeare – plot
summary of R & J
78
Paper 16
Some general level
analysis: comparison to
today’s technology
No conclusion
This response describes the
documents (A, then B, then C)
rather than using them to
address the 3 parts of the task.
Little Prior Knowledge or
Analysis.
79
Depth of Development in a Paragraph
High
• “One clear example of this movement away from over bearing religion
formed in the world of literature. For many years, only the bible and
other religious texts – written only in Latin – dominated the literary
globe. However, beginning with Martin Luther’s texts in “common”
Germanic, and continued by the invention of the printing press,
literacy became far more common. In light of the Renaissance and
humanist movement, the authorship of secular texts exploded. Men
such as Shakespeare and Petrarch developed a new kind of poetry –
the sonnet—that praised love. In fact, Petrarch’s sonnet “Laura”
praised a single woman: evidence of the humanist movement. In turn,
Shakespeare’s writings also showed a separation from religion and
God; many of his plays were comedies that poked fun at human fallacy
and were written solely for human enjoyment and pleasure. They
served no higher purpose. The men had an appreciation for both the
beauty of humanity and its faults that echoed the very core of what
the Renaissance was.”
Red = Analysis and Interpretation
Blue = Description of historical facts, concepts, events
80
Depth of Development in a Paragraph
Medium
• “Writing literature was also part of the Renaissance period. Some
famous writers from the Renaissance period were Petrarch, Miguel
de Cervantes, Giovanni Boccaccio, and William Shakespeare
(Document B). Petrarch is know for how he wrote his love poem to
one woman, Laura. Shakespeare is also known for love sonnets and
stories. Some of his famous works are Romeo and Juliet and
Midsummers Night Dream. Because Petrarch, Miguel de Cervantes,
Giovanni Boccaccio, and William Shakespeare wrote this literature,
we are still reading and enjoying them today.
Red = Analysis and Interpretation
Blue = Description of historical facts, concepts, events
81
Depth of Development in a Paragraph
Low
• “The literacy contributions are things the renaissance would
do to find out things. There was the great writers of the
Renaissance Petarch, Miguel de Cervantes, Giovanni
Boccaccio and William Shakespere. They would make laws
and have sign them so that the law was passed. They needed
a certain amount of people to sign it, The renaissance also
made laws so that they could have more freedom.”
Red = Analysis and Interpretation
Blue = Description of historical facts, concepts, events
Strike Through = Incorrect interpretation of documents or incorrect information
82
Knowledge in a Paragraph – High
• “One clear example of this movement away from over bearing religion
formed in the world of literature. For many years, only the bible and
other religious texts – written only in Latin – dominated the literary
globe. However, beginning with Martin Luther’s texts in “common”
Germanic, and continued by the invention of the printing press,
literacy became far more common. In light of the Renaissance and
humanist movement, the authorship of secular texts exploded. Men
such as Shakespeare and Petrarch developed a new kind of poetry –
the sonnet—that praised love. In fact, Petrarch’s sonnet “Laura”
praised a single woman: evidence of the humanist movement. In turn,
Shakespeare’s writings also showed a separation from religion and
God; many of his plays were comedies that poked fun at human fallacy
and were written solely for human enjoyment and pleasure. They
served no higher purpose. The men had an appreciation for both the
beauty of humanity and its faults that echoed the very core of what
the Renaissance was.”
Red = Information from documents
Blue = Prior Knowledge
83
Knowledge in a Paragraph – Medium
• “Writing literature was also part of the Renaissance period. Some
famous writers from the Renaissance period were Petrarch, Miguel
de Cervantes, Giovanni Boccaccio, and William Shakespeare
(Document B). Petrarch is know for how he wrote his love poem to
one woman, Laura. Shakespeare is also known for love sonnets and
stories. Some of his famous works are Romeo and Juliet and
Midsummers Night Dream. Because Petrarch, Miguel de Cervantes,
Giovanni Boccaccio, and William Shakespeare wrote this literature,
we are still reading and enjoying them today.
Red = Information from documents
Blue = Prior Knowledge
84
Knowledge in a Paragraph – Low
• “The literacy contributions are things the renaissance would
do to find out things. There was the great writers of the
Renaissance Petarch, Miguel de Cervantes, Giovanni
Boccaccio and William Shakespere. They would make laws
and have sign them so that the law was passed. They needed
a certain amount of people to sign it, The renaissance also
made laws so that they could have more freedom.”
Red = Information from Documents
Blue = Prior Knowledge
Strike Through = Incorrect information
85
Characteristics of a High End Response
Form 416
•
•
•
•
•
•
•
•
•
•
•
Addresses all three parts of the writing task
Explains why/how the Renaissance was a “rebirth”
Discusses the historical context that preceded the Renaissance
Connects humanism to the culture of the Renaissance
Discusses the use of realism in painting and sculpture
Analyzes the themes in art and literature of the Renaissance and compares them
to the artistic themes of the Dark Ages
Gives specific examples and interpretations of literary works by Petrarch, de
Cervantes, and Shakespeare
Explains that Galileo improved upon, but did not invent, the telescope and that da
Vinci sketched, but did not construct, a working flying machine
Goes significantly beyond the cues in the provided documents: photographs of
Mona Lisa, Pieta, telescope, Leonardo daVinci’s flying machine
Displays prior knowledge in every part of the response
Discusses the impact of all three types of Renaissance cultural contributions on
future societies
86
Characteristics of a Low End Response
Form 416
•
•
•
•
•
•
•
•
•
•
•
Attempts to address all three parts of the writing task, but information is often
incorrect (“The Mona List is a portrait of Queen Elizabeth.”)
Relies almost exclusively on the cues from the provided documents
Does not know the artist who painted the Mona Lisa
Assumes the Pieta is a painting and/or does not know the name of the artist
Lists the writers of the Renaissance, but may only name a play written by
Shakespeare
Assumes Galileo invented the telescope
Assumes da Vinci constructed a working flying machine (“It must have taken weeks
too months to finish it.”)
Does not analyze the documents or explain the significance of cultural
contributions
Does not demonstrate understanding of the concept “cultural contributions” (“I
think people who made something are impacted on the cultural contributions of
the Renaissance.”)
Invents stories about the documents (on Pieta: “Saved over millions of lives when
they were going to die.”)
Misses the connections between the three parts of the assigned task
87
Making Connections
• Students need opportunities to practice making
connections. There are many connections embedded
within and across historical eras.
• Connections between…
–
–
–
–
–
different classes of a society.
religion, science, and government.
short and long term impact of historical events on a nation.
ruling countries and colonies.
the ways each historical era has been influenced by preceding
eras and impacts future eras.
– the geography of a nation and its culture.
– the most powerful political figures of an era.
88
Quick Fixes
in Development and Knowledge
• Attempt to answer each bullet in the writing task.
• Give a specific example to support claims or
conclusions.
• Define social studies vocabulary words used in
the papers.
• Always attempt to explain how or why
– Causes of an historical event and its lasting impact
– The significance of an historical event, historical figure
or cultural achievement
– Relationships/comparisons between eras, countries,
people, ideas, etc.
89
Domain 3: Organization of Social Studies
Concepts
90
Continuum of Organization
• How well does the writer sequence and link
ideas?
Score: 1
Score: 2
Score: 3
Score: 4
Score: 5
Majority of
ideas not
grouped or
sequenced
Grouping &
sequencing
may be
unclear in
some
paragraphs
Grouping &
sequencing
generally
clear within
paragraphs
Grouping &
sequencing
appropriate
within and
across most
paragraphs
Grouping &
sequencing
logical across
all parts of
the response
91
Organization
• Overview Statement: The degree to which the
writer’s ideas are arranged in a clear order and
the overall structure of the response is consistent
with the parts of the assigned task.
• Components of Organization:
– Linking Ideas
• Sequence of Ideas
• Transitioning
– Overall Plan/Organizational Strategy
– Introduction/Body/Conclusion
92
Linking Ideas
Sequence of Ideas
• Writers are not required to put their ideas and details in the order outlined in the
Writing Task, but many choose to do so.
• Because the parts of the assigned task are related to a common theme, some
writers choose to intertwine these related ideas in their responses and point out
the connections to the common theme.
• When a writer’s ideas are logically sequenced, the reader can better understand
the writer’s ideas. Each idea leads naturally into the next idea and links the ideas
within each paragraph and between paragraphs.
Transitioning
• Transitions may be a single word, a pronoun, a phrase, a complete sentence, or an
implicit logic that connects two ideas.
• Transitions can be found within sentences, between sentences, and between
paragraphs.
• Transitions may be explicit or implicit.
• Some transitions signal the relationship between the writer’s previous stated ideas
and the ideas still to come. Other transitions suggest that relative importance of
the ideas being presented.
93
Example of Linking Ideas
• “One clear example of this movement away from over bearing
religion formed in the world of literature. For many years, only the
bible and other religious texts – written only in Latin – dominated
the literary globe. However, beginning with Martin Luther’s texts in
‘common’ Germanic, and continued by the invention of the printing
press, literacy became far more common. In light of the
Renaissance and humanist movement, the authorship of secular
texts exploded. Men such as Shakespeare and Petrarch developed a
new kind of poetry – the sonnet—that praised love. In fact,
Petrarch’s sonnet “Laura” praised a single woman: evidence of the
humanist movement. In turn, Shakespeare’s writings also showed a
separation from religion and God; many of his plays were comedies
that poked fun at human fallacy and were written solely for human
enjoyment and pleasure. They served no higher purpose. The men
had an appreciation for both the beauty of humanity and its faults
that echoed the very core of what the Renaissance was.”
Blue = Transition Words and Phrases
Red = common theme: Renaissance and Humanism
94
Overall Plan/Organizational Strategy
•
All effective writing requires planning and structure to communicate meaning to
the reader. Student responses should have a clear introduction, body, and
conclusion that are appropriate to formal social studies writing. Within that
format, students can group and sequence their ideas in almost any manner that is
clear to the reader. An overall narrative plan would not be appropriate for the
purpose of this assessment, but there may be tasks which would support
explaining events and examples in chronological order.
Grouping Ideas
• In order to effectively group social studies ideas, the writer must first understand
the logical relationships between specific social studies facts and the larger social
studies concepts.
• Grouping ideas is not the same element of writing as formatting paragraphs. Even
if a writer fails to correctly format paragraphs, social studies ideas may still be
grouped logically.
• Grouping ideas effectively does not require an explicitly stated topic sentence
stating the purpose of each paragraph.
• Logical grouping and sequencing of social studies ideas enhances the flow of ideas
and leads the reader through the response more effectively than explicit
announcements and structures.
95
Introduction
• An effective introduction should set the stage for the development
of the writer’s ideas and should be consistent with the purpose of
the assigned social studies task.
• The purpose of an introduction is to establish the topic of the
response and its overall context in the field of world history.
• It is not necessary for the writer to announce each subject that will
be explained in the paragraphs that follow. Addressing some of the
major themes related to the task is an effective starting point.
• An effective introduction to the Renaissance could begin by
explaining why and how European culture and attitudes toward life
began to change.
• An ineffective introduction often repeats the information provided
in the historical background of the writing task.
96
Body
• The body of a Gateway response should be
organized into clear paragraphs.
• Each part of the response should be explained
using specific vocabulary, details, and
historical examples.
• Effective social studies writing involves
defining terms for the reader and providing
clear examples to clarify complex events and
philosophies.
97
Conclusion
• The purpose of the conclusion is to signal the
reader that the response is coming to a close.
• This can be accomplished in a variety of ways,
some of which are more effective than others.
– Using the final paragraph as an opportunity to make
big picture connections related to the assigned topic
and task is more effective than restating information
from the introduction or the body of the response.
– Explaining how the topic is tied to contemporary
events can also help the reader understand and
remember complex concepts in world history.
98
Tips for Introductions and Conclusions
• Effective writers often plan the introduction and
conclusion to a piece of writing after the plan for the
body of the essay has been decided and drafted. This
allows the writer to first see an overview of his or her
major ideas and then choose the most appropriate
method to introduce the reader to the topic and
purpose of the essay.
• Students need to be reminded that effective
conclusions do not merely repeat what has been
written in the body of the response, and that there are
many types of introductions and conclusions that are
appropriate for social studies writing.
99
Quick Fixes in Organization
• Because Organization is weighted x3, getting 3s in this
domain could pull a student with limited knowledge (2)
into the Meets the Standard performance level.
• Almost all students can group related ideas into
paragraphs (1 per bullet), but introductions and
conclusions may be weak or nonexistent.
– Include an introduction and conclusion
– Practice writing introductions and conclusions
– Setting the historical context serves as an effective
introduction
– Effective conclusions: discussing long term impact,
influence on later eras, comparison to today’s society
100
Domain 4. Conventions
101
Continuum of Conventions
• How much control does the writer demonstrate in sentence
formation, usage, diction, and mechanics?
Score: 1
Score: 2
Score: 3
Score: 4
Score: 5
Lacks control
of sentences,
usage,
diction,
and/or
mechanics
Limited or
uneven
control of
sentences,
usage,
diction, and
mechanics
Sufficient
control of
sentences,
usage,
diction, and
mechanics
Consistent
control of
sentences,
usage,
diction, and
mechanics
Full control
of sentences,
usage,
diction, and
mechanics
102
Conventions
• Overview Statement: The degree to which the writer demonstrates
control of sentence formation, usage, diction, and mechanics.
• Components of Conventions:
– Sentence Formation
•
•
•
•
•
correctness
effectiveness
complexity
end punctuation
variety
– Usage/Diction
•
•
•
•
subject-verb agreement
standard word forms
pronoun-antecedent agreement
tense
– Mechanics
•
•
•
•
•
citation of original sources
internal punctuation
spelling
capitalization
paragraph breaks
103
Overview of Score Points 1-5
Levels of Control in Conventions
Score: 1
Score: 2
Score: 3
Score: 4
Score: 5
Lack of
Control
Minimal
Control
Sufficient
Control
Consistent
Control
Full
Command
GREEN = The degree to which the
writer demonstrates control of the
components of Conventions.
104
Levels of Control of Conventions
Score Point 5
• Correct and varied in all elements of Sentence Formation, Usage, and Mechanics
Score Point 4
• Correct in most elements of Sentence Formation, Usage, and Mechanics
• Some elements may be weak, missing, or lack variety
Score Point 3
• Correct in majority of elements of Sentence Formation, Usage, and Mechanics, but
there may be some errors in each element.
• Correct in two components but one component may be weak.
Score Point 2
• Minimal control in all three components or one component may be strong while
the other two are weak
Score Point 1
• Overall lack of control in all three components although some elements may
demonstrate strengths
105
Conventions Scoring Notes
•
Even a “5” level response in Conventions may have an occasional sentence error.
Evaluating this component of sentence formation involves looking at the
proportion of correct sentences to incorrect.
– For example, 2 incorrect sentences in a response with a total of only 5 sentences represents a
significantly higher percentage of error than 2 incorrect sentences in a response with 35-50
correct sentences.
•
There are many ways sentence construction can be varied:
–
–
–
–
•
•
•
length
Structure
type
beginning
Although spelling may be the most recognizable element of Conventions, it is only
one of 14 elements that contribute to the Conventions score.
Because a timed writing assessment has a limited amount of time allotted for
proofreading and editing, student responses often contain multiple spelling errors.
To evaluate the writer’s control of spelling, consider the proportion of correctly
spelled words to incorrectly spelled words.
– It is also important to consider the severity of the writer’s spelling errors. Do they obscure
meaning?
– Also, some scientific terms are difficult to spell even for the average adult.
106
Tips for Using the Gateway Scoring Rubrics
•
•
•
•
•
Scoring with a rubric is different than grading a classroom assignment. Using a
rubric involves making an overall evaluation of a student’s level of understanding
based on a single sample written in a timed assessment context.
Student responses written in a timed context are essentially first drafts
constructed with no outside resources. Students are not allowed to ask questions
about any part of the assigned task, and the amount of time allowed for planning,
editing and revision is limited. Therefore, it would be rare to find a student
response that did not contain some errors or flaws.
Do not base the score on a single aspect of the response.
Withhold judgment until you have read through the entire response.
Use the scoring rubric to make a tentative score range decision.
–
–
–
–
•
•
•
1 or 2
2 or 3
3 or 4
4 or 5
Reread the entire response to collect evidence to determine the score.
Do not allow the score you assign in one domain to influence the scores you assign
in other domains.
Avoid making judgments based on neatness or length.
107
Additional Resources
108
Source Material for Writing Assignments
• A History of the World in 100 Objects
• by Neil MacGregor, Director of the British Museum
• Pictures/descriptions of objects that have historical
significance
• Other Sources:
– Political Cartoons
– Quotes from historical figures
– Pictures of Artwork
Early Writing Tablet
3000 BCE found in southern Iraq
Rosetta Stone
196 BCE – found at el-Rashid, Egypt
Brass Astrolabe
1350 CE – probably from Spain
Icon of the Triumph of Orthodoxy
1350-1400 CE – Constantinople (Istanbul)
Ship’s Chronometer from HMS Beagle
CE 1800-1850
Masaccio – The Holy Trinity (1426)
Andrea Mantegna – The Dead Christ (1480)
The Last Supper
Leonardo da Vince,
1495-98
Tintoretto, 1592
More Instructional Strategies
118
Using Anchor Papers in the Classroom
Understanding How the Gateway Assessment is Scored
• Conduct a practice Gateway Assessment early in the school year to
assess instructional needs in the basic skills of social studies writing.
• Explain the purpose of four scoring domains in the Gateway
Assessment using the definitions provided in this guide.
• Expose students to the scoring rubrics by using the Gateway
domains to give feedback on classroom assignments.
• Give each student a copy of the Gateway Student Friendly Rubric
and conduct a class discussion to clarify expectations for the
Gateway Assessment.
• Keep a set of Gateway social studies writing anchor models
available in the classroom as a student reference and a teaching
tool.
119
Using Anchor Papers in the Classroom
Share and discuss the annotated Gateway responses and writing topic
in this guide.
• As a whole class activity, orally compare and contrast effective and
ineffective Gateway responses in each of the four scoring domains.
– Practice rewriting each bulleted statement in the rubric into a
question. These questions can serve as focus questions for analyzing
the student responses released in this guide.
• For example, change “Your reasoning was explained in all parts of the
response” to “Is the reasoning explained in all parts of the response?”
• Discuss both the quality of writing and the quantity of writing in the
released responses.
– Depth of Development is not entirely dependent on the length of a
student response; however, very brief responses limit the
demonstration of competence in every domain.
120
Using Anchor Papers in the Classroom
Practice improving parts of the ineffective responses in each scoring
domain as an individual, class, or homework activity.
– For Development, Analysis, and Interpretation, individual students or
small groups can read responses with limited development and
suggest improvements for developing each part of the assigned task.
– For Expression of Social Studies Knowledge, individual students or
small groups can read responses which contain limited scientific
vocabulary and correct any incorrect use of vocabulary or imprecise
terminology.
– For Organization of Social Studies Concepts, students can practice
rewriting the introductions and conclusions of the responses released
in this guide.
– For Conventions, students can practice correcting sentence formation,
usage, and mechanics errors in the responses released in this guide. EL
students can practice orally to develop an ear for Standard American
English.
121
Conducting a Practice Gateway Assessment
Developing Writing Tasks
• Create a bank of sample world history writing topics to share within
the school and with other Gwinnett County high schools.
– Use the topics in the “Academic Knowledge” section of the high school
AKS for World History as the basis for developing practice test
questions.
– Each Gateway writing topic consists of the Historical Background
statement and a Writing Task.
• The Writing Task explains the general theme of the assigned task: (“Write an
essay in which you discuss the cultural contributions of the Renaissance.”).
• The Writing Task also instructs the writer about specific information which
must be included in the response (“Discuss the artistic contributions of the
Renaissance; Discuss the literary contributions of the Renaissance; Discuss the
scientific contributions of the Renaissance”).
• Each part of the Writing Task requires the writer to explain and apply facts,
concepts and principles from the topic. Make sure that each part of a practice
Gateway writing tasks accesses Level Three or Four of the Depth of Knowledge
(DOK) classification.
• Review the parts of a Gateway Task with students and ask them to generate
sample Writing Tasks as a homework assignment.
122
Conducting a Practice Gateway Assessment
Administering a Gateway Practice Assessment
• Practice assessments should follow the procedures outlined in the Gateway
Examiner’s Manual.
• Encourage students to use the Gateway writing checklist during the practice
assessment.
• Practice assessments may be appropriate for both ninth and tenth grade students;
however, the timing of the practice assessment may have an impact on how best
to interpret the results.
– An assessment administered at the beginning of the tenth grade school year may not predict
how much content area recall students will demonstrate six months later during the actual
administration of the Spring Gateway Assessment.
– Students who take a practice Gateway during the ninth grade may not perform the same way
near the end of their tenth grade year.
– Gateway practice assessments in ninth and early tenth grade may identify at risk students, but
may not serve as effective predictors for other student groups.
•
The primary value of conducting a practice Gateway may lie in the practice it
provides for the actual Gateway assessment. A practice Gateway provides practice
writing in a timed context with no outside resources and can help familiarize
students with both the format for the assigned task as well as for the scoring
expectations, because student responses can be scored and returned.
123
Conducting a Practice Gateway Assessment
Scoring a Gateway Practice Assessment
• There are many options for how to score a practice Gateway
Assessment:
– Independent Scoring: The teacher scores only the writing samples
produced in his or her own classroom.
– Pair Scoring: Two high school teachers score each writing sample
separately then discuss any differences in scores. The two teachers
might both be content area teachers, or one may be a Language Arts
teacher.
– Cooperative Scoring (school level): All high school social studies
teachers discuss and score the writing samples together or trade
samples to score. Each sample may be scored by more than one
person.
– Cooperative Scoring (system level): Social Studies teachers from
different schools work together to score the samples from that
system. Two teachers score each writing sample and differences are
resolved by another teacher or a panel trained in using the Gateway
rubrics.
124
Writing to Learn
125
Writing to Learn
• In the Gateway Assessment for Social Studies,
students write to demonstrate what they have
learned in World History, but writing in the
classroom can also be a vehicle for learning
throughout the school year. Research indicates
that writing gets students actively engaged with
subject matter and promotes deeper
understanding of historical content. Content area
teachers can use informal and formal writing
assignments in the classroom to teach content
and to assess their students’ understanding of
course material.
126
Mini-Lessons
• Creating effective writing to learn assignments in
social studies requires planning and structure but
does not require extensive training in the
language arts. Many writing educators
recommend a format called a mini-lesson, based
on the work of Lucy Calkins and the Reading and
Writing Project. A mini-lesson focuses on one
specific aspect of the writing process such as
generating ideas, finding a focus, using graphic
organizers, or revising to clarify major ideas.
These can all be adapted to writing in social
studies.
127
Opportunities to Practice
• Most writing mini-lessons have several steps which are
common to all good teaching practices: making a
connection to the students’ prior knowledge to set the
context, introducing a specific teaching point and
explaining its purpose, modeling by conducting a think
aloud for the entire class, giving students the
opportunity to practice the skill or strategy with
teacher assistance and individual feedback, and
providing an opportunity for independent practice.
Although high school students may have many years of
writing instruction, they will benefit from multiple
opportunities to practice social studies writing in the
classroom
128
Shorter Writing Assignments
• Even shorter writing assignments that require
analysis and interpretation of historical events
will provide valuable practice for the Gateway
assessment and reinforce the concepts being
taught throughout the school year. Content area
teachers can also use these assignments as
formative assessments during each unit to check
student comprehension of the course material. It
is not necessary to score every informal written
assignment. Teachers can use whatever criterion
is regularly assigned to homework or out of class
reading assignments.
129
Planning Time
• Time constraints are an issue for classroom teachers in
every content area. Incorporating writing to learn
activities into the social studies curriculum may require
significant up front planning time. Teachers can ask
their schools and systems for planning time during the
year to develop a bank of social studies writing
activities that can be shared within and across schools.
This initiative can include social studies teachers and
language arts teachers from both the high schools and
middle schools. Effective social studies writing for the
Gateway assessment requires cognitive skills that take
several years to develop.
130
Practice Writing Topics
• The following ideas are suggestions for informal writing assignments.
Teachers should model the expectations for these assignments and
compose a sample with the whole class.
• At the beginning of the school year, teachers and students compile a list of
the themes or big ideas in world history. For each reading assignment,
students complete a brief analysis (one paragraph) of one social studies
theme covered in the assignment. For example, in a reading assignment
covering the Renaissance, students could choose to discuss philosophy,
religion, art, literature, technology, foreign relations, or economics, but
students would be required to do at least one analytic piece in each of
these areas over the course of the school year. These assignments could
be compiled into review guides for classroom assessments and the
Gateway assessment. Teachers who use these assignments for formative
assessments will receive feedback on what themes in World History are
most challenging for high school students.
131
Ideas for Practice Writing Topics
•
•
•
•
•
•
•
•
•
•
•
•
A brief analysis of the impact or contribution of an historical event on today’s
world based either on a reading assignment or classroom lecture.
An analysis or concept map that follows one strand of technology from the ancient
to the modern world.
A comparison of labor practices in two historical eras.
A comparison/contrast of an ancient vs. modern form of government.
A comparison/contrast of the social conditions that led to two major revolutions.
A comparison/contrast of two historical figures who built empires.
A comparison/contrast of an ancient vs. modern class structure in two societies.
An analysis of the conflict between church and state in European countries.
An argument for or against Imperialism and Colonialism.
An argument for the culture that has contributed the most to modern day
America.
An analysis of the causes of the rise and/or fall of European empires.
An argument about the major causes of change and growth in world history.
132
World History Units
• From the GeorgiaStandards.Org Frameworks
– https://www.georgiastandards.org/Frameworks/Page
s/BrowseFrameworks/socialstudies9-12.aspx
• World History Units on the following topics:
–
–
–
–
–
–
–
–
–
Connecting Themes in World History
First Civilizations
Classical Empires
Empires and Kingdoms: Growth and Expansion
Emergence of Modern Europe
Emerging Global War
Mounting Global Tensions
The World at War
The Contemporary World
133
World History Instructional Calendar 2012-2013
134
World History Instructional Calendar 2012-2013
135
World History Instructional Calendar 2012-2013
136
World History Instructional Calendar 2012-2013
137
GCA Contact Information
• Jeremy Granade
– [email protected]
• Candace Langford
– [email protected]
• Toll Free: 888-392-8977
• Direct Line: 706-542-5601
138