IPT- World_History

Social StudiesW O R L D H I S T O R Y

INSTRUCTIONAL PLANNING TOOL

STAAR™

Copyright©2012 Education Service Center Region XIII3

Instructional Planning Tool User Guide

Overview This tool is designed to support teachers in instructional planning, by providing a means to process the sampling of assessed standards on the released STAAR items. Using this process, educators will:

review historical assessment data; read and solve sample STAAR items; analyze assessment prompts in order to consider the multiple steps required to generate a response; anticipate varying approaches and steps students might take; and reflect on his or her current classroom instruction.

The goal of this tool is to guide effective planning, including probing questions, and monitoring of student progress, which support student success. The Instructional Planning Tool is organized by the learning standards assessed on STAAR. Each standard is labeled as Readiness, Supporting, or Process.

As you work through the tool, keep in mind that the intent is to help think through the instructional implications of each standard. This tool provides an option to work through this thought process and can be customized to fit the needs of each campus.

Contents Each booklet contains:

all learning standards assessed on STAAR for a grade and content area; table to insert state, region, district, and grade TAKS performance data; sample STAAR items; example solution steps; reflection questions to assist educators in increasing the rigor of classroom instruction.

READINESS STANDARDS: SUPPORTING STANDARDS: PROCESS STANDARDS: are essential for success in the

current grade or course; are important for preparedness for

the next grade or course; support college and career

readiness; necessitate in‐depth instruction; address broad and deep ideas.

may be emphasized in a subsequent year (although introduced in the current grade or course);

may be emphasized in a previous year (although introduced in the current grade or course);

play a role in preparing students for the next grade or course but not a central role;

address more narrowly defined ideas.

will be assessed in context, not in isolation in the content areas of Social Studies, Science, and Math;

will allow for a more integrated and authentic assessment.

Copyright©2012 Education Service Center Region XIII 4

World History Social Studies

Copyright©2012 Education Service Center Region XIII

Read: Student Expectation (SE): Highlight the verb(s) and concept(s).

W.10D: The student is expected to identify the causes of the February (March) and October revolutions of 1917 in Russia, their effects on the outcome of World War I, and the Bolshevik establishment of the Union of Soviet Socialist Republics. [Readiness Standard; Reporting Category 2]

W.30C: The student is expected to interpret and create written, oral, and visual presentations of social studies information. [Processing Standard; Reporting Category 2]

Read: 4

Which event represents the Russian Revolution?

A 1 B 2 C 3 D 4

Think/Analyze:

State* Region* District* Grade* *Reminder: Use previous year’s spring administration data.

What is the question?

Which event represents the Russian Revolution?

What part of the standard is being assessed? (W.10D) identify the causes of the February (March) and October revolutions of 1917 in Russia, the effects on the outcome of ...the Bolshevik establishment of the Union of Soviet Socialist Republics. (W.30C) interpret…written… and visual presentations of social studies information.

How else might this SE be assessed? Students may be shown a timeline of factors and events with some, but not all of the key information. The purpose would be for the student to identify missing causes and determine the outcomes of the Russian revolutions of 1917 and the establishment of the U.S.S.R.

SAMPLE




Apply: Correct answer choice = *

Answer Choice Explanation

A Students may select this answer due to the inability to separate and distinguish information learned about various revolutions. This answer best fits for the outcome related to the American Revolution.

B* Students should identify autocracy as a clue to the revolution it is related to. In this case, Czar Nicholas II was the autocratic ruler. Events after his removal from power led to a civil war in Russia.

C Students who choose this answer may believe all revolutions result in changes in social structure. No caste system was put into place as an outcome of the Russian Revolution. Students who do not know the meaning of the word implement may select this answer. Students who do not know caste system may select this answer.

D A constitutional republic was not created, rather a dictatorship of the Communist Party. Industry was eventually taken under complete government control.

Instructional Considerations: What prior knowledge is being built upon? The students have already grasped the concept of revolution and identified the influence of political revolutions. They have also compared the causes, characteristics, and consequences of the American and French revolutions. How do I currently teach this SE concept/content? I teach this SE when I get to the unit on global conflicts, starting with World War I. How do I need to adjust my instruction based on this analysis? Because the Russian Revolution happened during World War I, I usually start teaching World War I, stop to focus on the Russian Revolution, and then finish the war. My students are very interested in the mystery surrounding Rasputin and the execution of the Romanov family. I usually spend a class period showing my students an Unsolved Mysteries segment on Anastasia Romanov and other videos about the Romanovs. Afterward, my students take notes on the Russian Revolution. Now that I look at the standard, I can see that my classroom instruction is off target. Although I like showing the videos on the Romanovs, I need to reconsider the visual presentation of social studies information that I am showing in class. I also need to recalibrate my instruction to focus on the causes of the revolutions in Russia and the outcome of the Bolshevik establishment of the U.S.S.R. What formative assessment will I use to be sure it’s working? I plan to provide students with a mixed−up list of causes, key events, and outcomes of the Russian Revolution on the outcome of World War I and the establishment of the U.S.S.R. I want them to think critically and classify the causes, events, and outcomes into three separating categories. Once I check the accuracy of their lists, I will then provide them a blank flow chart for them place the information sequentially in the flow chart boxes.

What are some probing questions to use with students?

How did the oppressive rule of Russian czars influence revolutionary unrest? How did previous revolutions impact the Russian Revolution?

SAMPLE

Copyright©2012 Education Service Center Region XIII 6



Read: Student Expectation (SE): Highlight the verb(s) and concept(s).

W.4C: The student is expected to describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism. [Readiness Standard; Reporting Category 1]

W.29F: The student is expected to analyze information by sequencing, categorizing, identifying cause-

and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time. [Processing Standard; Reporting Category 1]

Read: 1

The system of patronage described in the excerpt is most similar to the --

A relationship between a guild master and his apprentice B relationship between a noble and a wealthy merchant during the Enlightenment C obligations of a monk to his abbot and to the pope D alliance between a lord and his vassal in the Middle Ages

Think/Analyze:

State* Region* District* Grade* *Reminder: Use previous year’s spring administration data.

What is the question?

What part of the standard is being assessed?

How else might this SE be assessed?




Apply: Correct answer choice = *

Answer Choice Explanation

A

A guild master taught an apprentice a skilled craft. This relationship was established to develop a particular trade skill and did not enhance political favors or determine social status.

B The relationship between a noble and a wealthy merchant may be that of exchange of trade.

C A monk’s obligations to his abbot and pope did not enhance political favors or determine social status.

D* The alliance between lord and vassal was based on mutual obligations; usually patronage in exchange for land. Political and social status was determined by the alliance developed between lords and vassals.

Instructional Considerations: What prior knowledge is being built upon? How do I currently teach this SE concept/content? How do I need to adjust my instruction based on this analysis? What formative assessment will I use to be sure it’s working?

What are some probing questions to use with students?

Extension‐Write another question on a separate sheet of paper that addresses a different part

(different content) of the standard.

Documents

IPT- World_History