1. The H.S.A Principles of Government Writing on the H.S.A. Missy LaCroix Annie Caldwell

2.  Name  School  How long have you been teaching?  What do you teach (besides government)  What do you hope to gain by attending these review sessions.

3.  TWBAT review the correlation between the Government Core Learning Goals and the Assessment Limits  TWBAT gain an overview of H.S.A.  TWBAT explore and apply instructional strategies to enhance teaching of the principles of government.  TWBAT learn strategies to help students with writing constructed response items.

4.  Welcome and Introductions  H.S.A. Overview and Planning  Principles of Government Foldable Activity  Principles of Government – Teaching, Learning, and Retention  Writing on the H.S.A.  Session Evaluation

5. Core Learning Goals GoalContent Goal 1Political Science Goal 2 Foreign Policy and Types of Government Goal 3 Geography, Demographics, and Land Use Goal 4Economics

6.  State Curriculum (SC) Government Units Unit 1 – Purposes, Forms, and Types of Political and Economic Structures Unit 2 – Foundations and Principles of Government and the Constitution. Unit 3 – Legislative Branches (National, State, and Local) Unit 4 – Executive Branches (National, State, and Local) Unit 5 – Judicial Branches (National and State) Unit 6 – Domestic and Foreign Policy Unit 7 – Participation in Government

8. SC GoalConnection to BCPS Curriculum Goal 1BCPS Units 1-7 Goal 2BCPS Units 1 and 6 Goal 3BCPS Units 3,4, and 6 Goal 4BCPS Units 1 and 6

9.  Format for objectives in the V.S.C.: In the language of the objectives, the use of including referrers to content students should know. The use of such as refers to content that may be used as examples, but students are not required to know.

10.  Format for objectives in the V.S.C. Examples: Explain the powers denied to the national and state governments including: bills of attainder, ex post facto laws and the suspension of habeas corpus in the Constitution Describe how the Constitution provides for checks and balances, such as legislative overrides of vetoes

11.  HSAexam.com Exam Resources Lesson Plans  State HSA Site www.mdk.12.org.www.mdk.12.org Assessment Limits http://mdk12.org/assessments/clg/government.html# http://mdk12.org/assessments/clg/government.html# Teaching Suggestions Practice Test Items  Online Course https://msde.blackboard.com/webapps/portal/f rameset.jsp?tab_tab_group_id=_104_1 https://msde.blackboard.com/webapps/portal/f rameset.jsp?tab_tab_group_id=_104_1 Remediation lessons Resources

12. Unit# of A/B DaysSuggested Dates Unit 1 24 A/B Days (12 Days Per Class with Flex Day) August 27 th – October 1 st Unit 228 A/B Days (14 Days Per Class with Flex Day) October 2 nd – November 12th Unit 328 A/B Days (14 Days Per Class with Flex Day) November 13 th – January 5th Unit 428 A/B Days (14 Days Per Class with Flex Day) January 6 th – February 17th Unit 524 A/B Days (12 Days Per Class with Flex Day) February 18 th – March 23rd Unit 624 A/B Days (12 Days Per Class with Flex Day) March 24 th – May 5th Review for H.S.A. 8 or More A/B Days (4 Days Per Class or More) May 5 th – H.S.A. Date Unit 7 10 or More A/B Days (5 Days Per Class or More) End of H.S.A. – Final Review Final Exam Review 6 or More A/B Days (3 Days Per Class or More) Final Review – End of Year

14.  How will you use these websites and resources in your planning for your course?

15. How do we teach it? How will the students learn it? How will students retain it?

17.  On the HSA students will be asked to:  Evaluate how the principles of government assist or impede the functioning of government  Analyze historic documents to determine basic principles  Apply the principles to real life situations

18.  How do you currently teach the principles of government?  What do your students struggle with in regards to learning and retaining the principles of government?

19.  Students have to create a foldable on the major principles which require them to have the following for each principle: Explanation Example Picture

21. The purpose of this game is for students to be able to practice identifying the principles of government with their correct descriptions. Cut out the following vocabulary game pieces. Hand out a slip to each student. The person with the starts first by reading what is on their slip of paper. The other students listen to see if the description that the student is reading describes their principle of government that they have on their paper. If it does, then they read their paper. The game continues until one student reads “I have the ” (which should be the student that started the game).

22.  Each group member will take a card and without looking hold it to their head so that they cannot see what their card says.  On the cards will be one of the Principles of Government.  The groups will pick one student to go first. That person will turn to their right and describe the principle of government on their teammates head without using the words from the principle name.  When the person to the right guesses the correct principle, they turn to the person on their right and describes the principle on their head. The first team to complete the circle wins!

23.  Students draw pictures as clues to the Principle of Government for the team members to correctly identify the term. Draw It is similar to the popular game Pictionary where drawings represent ideas or terms.

24.  Steps: Divide the class into two teams with three or four students per team. Explain that each team’s goal is to be the first in a round to correctly identify the principle of government. Designate one student on each team as the artist. This student is the only one that is able to see the list of words given to them by the teacher. Identify the time limit for the first round of words. Explain that the artist looks at the word to be illustrated and draws a rough sketch of what the principle represents. When the principle is identified, by the group, the artist continues to the next word on the list. After all of the terms have been identified they are to raise their hand to note the end of the round. Rotate the artist for each round. Have students work in pairs instead of a group if time is limited.

25.  Students will often be presented with a quote or political cartoon to analyze related to the principles.

26.  At your station: Identify the principle that is related to the picture/quote/cartoon. Explain how it illustrates the principle you identified.

28.  What are some other ways that we can help students to learn the principles and retain them?

29. How to prepare our students to be successful with writing on the H.S.A.

30.  Writing is BACK!  Constructed Responses = the old BCRs (Brief Constructed Responses)  They are scored using the 4 point social studies rubric as they were in the past.  Usually two bullets with questions and the last bullet says “give examples and details to support your answer”.

32.  The RACER strategy can be used to help struggling writers answer constructed responses effectively:  Restate the question in your opening sentence.  Answer the bulleted points  Cite examples  Explain your examples  Restate the question in your conclusion

35. What did you learn? What will you use? How did we do? What can we do better?

36.  On the back of your agenda are your reflection questions: What is one thing that you learned today about the state curriculum, assessment limits, and helpful websites that you will use when planning for your course? What is one strategy that you plan on using to teach the principles of government? How will you ensure that students retain that information? How will you help your students to prepare for the constructed response writing that they will be expected to do on the H.S.A.?

37.  Feel free to email us with any questions. Annie Caldwell – acaldwell@bcps.orgacaldwell@bcps.org Missy LaCroix – mlacroix@bcps.orgmlacroix@bcps.org