Knowledge Maps for Social Studies

Hi all,

For students, learning about how they learn is often times a key to growth and development in school.  Knowledge maps can help students focus in on what they know, what they need to improve, and what they don’t know – and how all of this impacts assessment and how to make sense of content.  Basically a knowledge map is a learning guide for students – in a unit, based on a reading, or through an entire year. Knowledge maps are modified graphic organizers for classroom content – but they can be much more than that.  They also can serve as a checklist for teachers and students to inform instruction both in terms of content and skills.  They are a great way to track student progress using formative data, and it enables students to internalize their own strengths and weaknesses. They can address skills related to the Common Core SS, classroom content, and are a great tool for student analysis.

Based on the Greece Central SD social studies curriculum maps, these knowledge maps give the basic outline for grades 7-11 , excluding AP courses.  If any teacher would like a knowledge map for an elementary grade level, or for an AP course, please let me know and I will create one.

Listed below these links are different strategies that teachers and students can use to enhance the use of these knowledge maps.  The maps listed here are based on an entire school year, but I’ve also included a blank map that could be used for revolutions in grade 6, 9 and 10.  Any theme can fit into these maps.

CONTENT KNOWLEDGE MAPS

7th Grade US Knowledge Map

8th Grade US Knowledge Map

Global History 9 Knowledge Map

Global History 10 Knowledge Map

US History 11 Knowledge Map

Revolutions Knowledge Map

STUDENT CHECKLISTS

These next links will provide both a blank student checklist, as well as a completed check list.  These are to be completed at five week intervals so discussions with students can focus on learning, growth and improvement.

Student Checklist Knowledge Map – A blank copy that teachers and students could start using right now.

Knowledge Map Student Checklist Example – Anything highlighted in green indicates mastery, yellow is meeting, and pink is need to review.

This last link is a completed knowledge map in Global History 9.  A student completed this throughout the year, summarized the work on the student checklist above, and has indicated strengths and weaknesses based on content, assessments  and skills.

KNOWLEDGE MAP EXEMPLAR

Knowledge Map Completed by Student – Again, green indicates mastery of content, yellow is meeting, and pink is working towards meeting.  This student also included both formative and summative assessment grades – which serve as evidence and data – for both teacher and student.  The process becomes very fluid throughout the year.

STRATEGIES FOR USING KNOWLEDGE MAPS IN THE CLASSROOM

1.  Knowledge Map Completion – The purpose of this is to have students who are just being introduced to knowledge maps to organize and practice the lesson for one class period by completing a partially filled knowledge map.  Progression to a completely blank map, or even to having student create and knowledge map template could work.  The revolutions knowledge map above could be used for a lesson on any revolution in global history.

2.  Building Knowledge Maps – Once students get the basics of knowledge maps, have them generate maps based on content and skills.  This could occur over a lesson, through a non-fiction reading activity, or through an entire unit.

3.  Note-Taking Knowledge Mapping – Provide students with a blank knowledge map for the lesson or unit.  The map will help students organize information presented, worked on, shared or discussed through the lesson or unit.  Some students will be very challenged by this, so it’s a great way to incorporate differentiation or groupings of students so they can assist each other.

4.  Knowledge Map Essay – The knowledge map serves as the outline for a thematic essay.  Again, the revolutions example above could serve this purpose for the different revolutions that are focused on in Global History 9 and 10.

5.  Knowledge Maps and Common Core – Student can complete different reading and writing activities, grounded in non-fiction and primary source material through knowledge maps.  For example, student could use a knowledge map to summarize President Abraham Lincoln’s “House Divided.”  There are many different uses here.

Hope this helps…please let me know if you have questions.  The next post will focus on Common Core examples and Knowledge Maps.

Matt

AP World History 9th Grade Final Exam

Overview of the Assessment

The purposes of the AP World 9 final exam are as follows:

  1. To assess student proficiency with the essential content and skills required of the 9th grade curriculum towards alignment with the College Board’s Advanced Placement World History curriculum.
  2. To inform teachers’ instruction based on the strengths and areas of improvement demonstrated by overall student performance
  3. To identify students in need of instructional support
  4. To facilitate a program evaluation of skills and concepts taught throughout the K-12 continuum

The AP World 9 final exam is comprised of the following components:

  1. Multiple Choice, 50%
  2. DBQ or Change Over Time Essay, 25%
  3. Comparative Essay, 25%

Directions for Administering the Assessment

The AP 9th grade final exam will be administered to all AP 9th grade students during local exam week (June 18th).

The final exam should be administered as is, with no additional support or preparation by classroom teachers.  The exam should be administered with the same integrity and design as any New York State assessment.

The answer key will be posted on greecesocialstudies.wordpress.com on a password protected page after the exam is given on June 18.

We are not using teleforms this year.  Please secure scantron forms for the multiple choice section of this exam and utilize the scantron item analysis form that will compile your multiple choice data for you.

Gathering Assessment Feedback  (These will be emailed to you)

  • Qualitative feedback: Based on the scoring of the student assessments, each teacher will complete a graphic organizer to indicate his/her students’ demonstrated strengths and weaknesses with the essential skills, as well as description of how this information will inform his/her teaching.
  • Quantitative feedback: Based on the scoring of the student assessments, each teacher will complete an excel spreadsheet to indicate his/her students’ overall ability to meet (65% or higher) or exceed (85% or higher) expectations on the total exam, as well as the individual components.

Please return all feedback forms to Gail Gefell in the Office of Social Studies by Friday, June 22nd.

ap9 2012 Possible Essays – Please distribute this to your students on or after June 1st.

Global History and Geography 9th Grade Final

Overview of the Assessment

The purposes of the Global History and Geography 9 final exam are as follows:

  1. To assess student proficiency with the essential content and skills required of the 9th grade curriculum towards alignment with New YorkState standards and performance indicators in global history and geography
  2. To inform teachers’ instruction based on the strengths and areas of improvement demonstrated by overall student performance
  3. To identify students in need of instructional support
  4. To facilitate a program evaluation of skills and concepts taught throughout the K-12 continuum

The 9th grade final exam is comprised of the following components:

  1. Multiple Choice
  2. Thematic Essay Task
  3. Document-Based Question Scaffolding
  4. Document-Based Question Essay Task

Directions for Administering the Assessment

The 9th grade final exam will be administered to all 9th grade students, except for Advanced Placement students, during local exam week (June 18th).

The final exam should be administered as is, with no additional support or preparation by classroom teachers.  The exam should be administered with the same integrity and design as any New York State assessment.

The answer key will be posted on greecesocialstudies.wordpress.com on a password protected page after the exam is given on June 18.

We are not using teleforms this year.  Please secure scantron forms for the multilpe choice section of this exam and utilize the scantron item analysis form that will compile your multiple choice data for you.

Gathering Assessment Feedback  (These will be emailed to you)

  • Qualitative feedback: Based on the scoring of the student assessments, each teacher will complete a graphic organizer to indicate his/her students’ demonstrated strengths and weaknesses with the essential skills, as well as description of how this information will inform his/her teaching.
  • Quantitative feedback: Based on the scoring of the student assessments, each teacher will complete an excel spreadsheet to indicate his/her students’ overall ability to meet (65% or higher) or exceed (85% or higher) expectations on the total exam, as well as the individual components.

Please return all feedback forms to Gail Gefell in the Office of Social Studies by Friday, June 22nd.

ghg9 2012 Possible Essays – Please distribute these to students on or after June 1

Grade 8 Final Exam

Overview of the Assessment

The purposes of the 8th Grade Social Studies final exam are as follows:

  1. To assess student proficiency with the essential content and skills required of the 8th grade curriculum towards alignment withNew YorkState standards and performance indicators in world history and geography
  2. To inform teachers’ instruction based on the strengths and areas of improvement demonstrated by overall student performance
  3. To identify students in need of instructional support
  4. To facilitate a program evaluation of skills and concepts taught throughout the K-12 continuum

The 8th grade final exam is comprised of the following components:

  1. Multiple Choice
  2. Document-Based Question Scaffolding
  3. Document-Based Question Essay Task

Directions for Administering the Assessment

The final exam should be administered as is with no additional support or preparation by classroom teachers.  The exam should be administered with the same integrity and design as any New York State assessment.

Please follow the June 2012 Middle School testing calendar when giving this exam.

Scoring the Test

Tests are to be scored in buildings, in teams (preferably) and then submit qualitative and quantitative feedback.

The answer key will be posted on greecesocialstudies.wordpress.com on a password protected page after the multiple choice section is given on June 18.

Gathering Assessment Feedback  (These will be emailed to you)

  • Qualitative feedback: Based on the scoring of the student assessments, each teacher will complete a graphic organizer to indicate his/her students’ demonstrated strengths and weaknesses with the essential skills, as well as description of how this information will inform his/her teaching.
  • Quantitative feedback: Based on the scoring of the student assessments, each teacher will complete an excel spreadsheet to indicate his/her students’ overall ability to meet (65% or higher) or exceed (85% or higher) expectations on the total exam, as well as the individual components.

Please return all feedback forms to Gail Gefell in the Office of Social Studies by Friday, June 22nd.

2011-2012 Grade 8 Possible DBQs – Please distribute this to your students on or after MAy, 29th.

Grade 7 Final Exam

Overview of the Assessment

The purposes of the 7th Grade Social Studies final exam are as follows:

  1. To assess student proficiency with the essential content and skills required of the 7th grade curriculum towards alignment withNew YorkState standards and performance indicators in world history and geography
  2. To inform teachers’ instruction based on the strengths and areas of improvement demonstrated by overall student performance
  3. To identify students in need of instructional support
  4. To facilitate a program evaluation of skills and concepts taught throughout the K-12 continuum

The 7th grade final exam is comprised of the following components:

  1. Multiple Choice
  2. Document-Based Question Scaffolding
  3. Document-Based Question Essay Task

Directions for Administering the Assessment

The final exam should be administered as is with no additional support or preparation by classroom teachers.  The exam should be administered with the same integrity and design as any New York State assessment.

Please follow the June 2012 Middle School testing calendar when giving this exam.

Scoring the Test

Tests are to be scored in buildings, in teams (preferably) and then submit qualitative and quantitative feedback.

The answer key will be posted on greecesocialstudies.wordpress.com on a password protected page after the multiple choice section is given on June 18.

Gathering Assessment Feedback  (These will be emailed to you)

  • Qualitative feedback: Based on the scoring of the student assessments, each teacher will complete a graphic organizer to indicate his/her students’ demonstrated strengths and weaknesses with the essential skills, as well as description of how this information will inform his/her teaching.
  • Quantitative feedback: Based on the scoring of the student assessments, each teacher will complete an excel spreadsheet to indicate his/her students’ overall ability to meet (65% or higher) or exceed (85% or higher) expectations on the total exam, as well as the individual components.

Please return all feedback forms to Gail Gefell in the Office of Social Studies by Friday, June 22nd.

Grade 6 Final Exam

Overview of the Assessment

The purposes of the 6th Grade Social Studies final exam are as follows:

  1. To assess student proficiency with the essential content and skills required of the 6th grade curriculum towards alignment withNew YorkState standards and performance indicators in world history and geography
  2. To inform teachers’ instruction based on the strengths and areas of improvement demonstrated by overall student performance
  3. To identify students in need of instructional support
  4. To facilitate a program evaluation of skills and concepts taught throughout the K-12 continuum

The 6th grade final exam is comprised of the following components:

  1. Multiple Choice
  2. Document-Based Question Scaffolding
  3. Document-Based Question Essay Task

Directions for Administering the Assessment

The final exam should be administered as is with no additional support or preparation by classroom teachers.  The exam should be administered with the same integrity and design as any New York State assessment.

Please follow the June 2012 Middle School testing calendar when giving this exam.

Scoring the Test

Tests are to be scored in buildings, in teams (preferably) and then submit qualitative and quantitative feedback.

The answer key will be posted on greecesocialstudies.wordpress.com on a password protected page after the multiple choice section is given on June 18. 

Gathering Assessment Feedback  (These will be emailed to you)

  • Qualitative feedback: Based on the scoring of the student assessments, each teacher will complete a graphic organizer to indicate his/her students’ demonstrated strengths and weaknesses with the essential skills, as well as description of how this information will inform his/her teaching.
  • Quantitative feedback: Based on the scoring of the student assessments, each teacher will complete an excel spreadsheet to indicate his/her students’ overall ability to meet (65% or higher) or exceed (85% or higher) expectations on the total exam, as well as the individual components. 

Please return all feedback forms to Gail Gefell in the Office of Social Studies by Friday, June 22nd.

Grade 2 Benchmark

Greece Central School District

2012 Grade 2 Benchmark

Information for Teachers and Administrators 

What is the Benchmark?

The benchmark is an assessment of Social Studies skills and knowledge obtained from grades K-2.

Why is it Given?

The assessment continues to serve as a measure of the K-2 Social Studies program in order to evaluate the curriculum and provide baseline data to make future decisions about the program. The assessment is not intended to serve as an evaluative tool for individual students or teachers.

Who Takes the Benchmark?

All students in grade 2 must complete the benchmark.

What is on the Benchmark?

The assessment includes 5 different “documents” – pictures of various people, places and symbols from the K-2 curriculum. There are a total of eight different questions that correspond with the documents.

When is the Benchmark Given?

The assessment must be given between Friday, June 1st and Friday, June15, 2012. Administrators and/or teachers may elect the time and day. Schools are NOT required to have all students take the assessment at the same time; teacher discretion may be used, as long as the benchmark is given within the specified timeframe.

Materials

Teachers will receive:

  • The benchmark for each student (to be delivered to testing coordinators from theDistrictImagingCenter).
  • An answer key and qualitative feed back form will be posted on greecesocialstudies.wordpress.com on June 1st on a password protected page.
  • The Qualitative Feedback form is to be completed by individual teachers OR grade 2 teams.

Administering the Test

Preferably, students should complete the entire benchmark in one sitting. Teacher discretion is permitted.

 Scoring the Test

Benchmarks are to be scored in buildings, in teams (preferably) and then submit qualitative feedback.