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College, Career, and Civic Life (C3) Framework for Social Studies State Standards

Category: 

The result of a three year state-led collaborative effort, the College, Career, and Civic Life (C3) Framework for Social Studies State Standards was developed to serve two audiences - for states to upgrade their state social studies standards and for practitioners - local school districts, schools, teachers and curriculum writers to strengthen their social studies programs to a) enhance the rigor of the social studies disciplines, b) build critical thinking, problem solving, and participatory skills to become engaged citizens, and c) align academic programs to the Common Core State Standard

K-12 assessments from WA

Organization: 
Washington State Office of the Superintendent of Public Instruction

Washington state developed assessments for social studies K-12. These resources give a general rubric and structure to be used to assess social studies skills and content. Teachers choose their own specific topics and formats, and the rubric provides uniformity in scoring structure.

Scroll down to the table and look at the models that are provided for each subject area and grade level.

Organization website: 
www.k12.wa.us
Contact: 
Carol Coe
Contact email: 
Carol.coe@k12.wa.us
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Beyond the Bubble: A New Generation of History Assessments

Web Link to Resource: 

beyondthebubble.stanford.edu

Organization: 
Stanford History Education Group

Beyond the Bubble features new kinds of history assessments that allow teachers to gauge whether students have mastered key historical thinking skills. These innovative assessments, called History Assessments of Thinking (HATs), prompt students to answer questions about historical sources and to justify their reasoning in two or three sentences.
Most HATs can be completed in ten minutes, some in less than five. HATs allow teachers to get a quick sense of what students do and don’t know. Teachers can use this information to adjust instruction to meet the needs of their students.

Organization website: 
sheg.stanford.edu
Contact: 
Sam Wineburg
Contact email: 
sheg@suse.stanford.edu
Assessment Resource Type: 

What is the best way to teach the Federalist Papers in middle school?

Jason Endacott

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What is the best way to prepare middle school students for DBQ’s in history?

Michael Yell

DBQ's are Document Based Questions that are used in certain Advanced Placement classes as well as in a number of state assessments. Because DBQ's make students write essays using a number of primary source documents, DBQ's require our students to think, analyze, and use and refine their literacy strategies. For this reason, in my experience as a middle school social studies teacher, the use of DBQ's are not just for higher level students only but are important for all students.

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What are some strategies to increase student interest and motivation in middle school history?

Joan Brodsky Schur

One strategy for engaging middle school students is to help them identify with a person who lived in the past -- someone who affected the course of events and/or was affected by them. Research assignments through which students assume the identity of historical individuals can help middle school students surpass their age-appropriate egocentricity, while allowing them to have "big egos" as someone of historical importance.

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Performance-Based Assessment Clearinghouse

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This NCSS Social Studies Performance-Based Assessment Clearinghouse has been created to provide

500 Years of Spanish Exploration and Settlement: Children’s Literature

--Jason L. O’Brien and Wolfram Verlaan
Literature provides an ideal vehicle for guiding students beyond conventional accounts for a more profound exploration of Spanish influence in the Americas.
* http://www.socialstudies.org/system/files/publications//se/7701/77011328...

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