ERIC ED474418: Golden State Examination (GSE) Teacher Guide for History-Social Science: Economics, Government/Civics, U.S. History.

34 Pages·2003·0.52 MB·English

by  ERIC

DOCUMENT RESUME
ED 474 418
SO 034 695
Golden State Examination (GSE) Teacher Guide for History-
TITLE
Social Science: Economics, Government/Civics, U.S. History.
California State Dept. of Education, Sacramento.
INSTITUTION
2003-00-00
PUB DATE
NOTE
33p.
AVAILABLE FROM
Standards and Assessment Division, California Department of
Education, 1430 N Street, Suite 5408, P.O. Box 944272,
Sacramento, CA 94244-2720. Tel: [phone]. For full text:
http://www.cde.ca.gov/statetests/gse/resources/guides.html.
Guides
PUB TYPE
Non-Classroom (055)
Tests/Questionnaires (160)
EDRS Price MFO1 Plus Postage. PC Not Available from EDRS
EDRS PRICE
Academic Standards; Citizenship Education; *Civics;
DESCRIPTORS
*Economics; Elementary Secondary Education; Political
Science; Public Schools; Scoring; Social Studies; *State
Standards; Test Content; Test Format; Test Wiseness; *United
States Government (Course); *United States History
*California; Golden State Examination Program CA; Question
IDENTIFIERS
Types; Sample Materials
ABSTRACT
This California examination teacher guide provides essential
information and preparation guidelines for teachers and serves as an
instructional aid in the classroom. The guide deals with the disciplines of
economics, government/civics, and United States history. Each discipline area
is divided into five main sections:
"Test Content" outlines state content
(1)
standards for which Golden State Examination (GSE) questions are developed;
"Test Structure" describes the format of the test;
"Scoring Guide"
(2)
(3)
outlines the standards-based criteria used to score the written responses;
"Sample Questions" includes examples of student responses to written-
(4)
response questions with teacher commentary; and (5)
"Student Work" provides
examples of student responses to written-response questions with teacher
commentary. Teachers are encouraged to reproduce portions or all of the guide
for classroom use. Districts/schools also may use the materials with
California state standards for staff development.
(BT)
Reproductions supplied by EDRS are the best that can be made
from the original document.
00
Teacher Guide
44
for
History-Social
Science
Economics
iqN
Government/Civics
U.S. History
Golden
State
Examination
PERMISSION TO REPRODUCE AND
2003
DISSEMINATE THIS MATERIAL IN MICROFICHE
AND IN ELECTRONIC MEDIA FOR ERIC
COLLECTION SUBSCRIBERS ONLY,
HAS BEEN GRANTED BY
Cr_RO I
/ AISO
TO THE EDUCATIONAL RESOURCES
2A
INFORMATION CENTER (ERIC)
CALIFORNIA DEPARTMENT OF EDUCATION
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
gr This document has been reproduced as
received from the person or organization
originating it.
9
O Minor changes have been made to
BEST COPY AVAILABILA
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
This document has been prepared by the Sacramento County Office of Education
and San Joaquin County Office of Education, under contract with the California
Department of Education. For information about the Golden State Examination
testing dates, registration materials and procedures, or the Golden State Seal
Merit Diploma, contact:
Standards and Assessment Division
California Department of Education
1430 N Street, Suite 5408
Sacramento, CA 95814
Mailing Address: P.O. Box 944272, Sacramento, CA 94244-2720
Telephone: [phone] Fax: [phone]
E-mail: staracde.ca.gov
Web site:
http://www.cde.ca.gov/statetests
3
Acknowledgments
the Golden State Examinations, acknowledging the
Thank you to all of the students, teachers, and
importance of these subjects, and understanding the
school officials who contribute to the success of the
need to recognize student achievement. Overall, the
Golden State Examinations (GSE). Students
Golden State Examination Teacher Guide reflects
contribute by making their best effort on the
the commitment of those who view history-social
examinations. Teachers prepare students and
science as an essential part of education.
encourage their success. School officials provide
support by registering their districts and schools for
We wish to acknowledge the following teachers and other educators who contributed to the development of
the Golden State Examinations in Economics, Government/Civics, and U.S. History:
Gary Ovoian
Nancy Janes
Lary Aladeen
Fresno County Office of Education
Ventura Unified
Pleasanton Unified
Ventura County
Alameda County
William Rath
Roseville Joint Union High
William C. Kerby
Eleanor S. Allen
Placer County
California State University,
Grant Joint Union High
Sacramento
Sacramento County
Curtis C. Rid ling
Sacramento County
Santa Barbara High
Gifford Asimos
Santa Barbara County
Cricket F. L. Kidwell
Grossmont Union High
Trinity County Office of Education
San Diego County
Ron Ruiz
West Sonoma County Union High
Don R. Leet
Marvin Awbrey
Sonoma County
California State University, Fresno
Fresno Unified
Fresno County
Fresno County
Jim Spellicy
San Francisco Unified
Nancy Miller
Mitchell H. Brown
San Francisco County
Oceanside Unified
Temecula Valley Unified
San Diego County
Riverside County
Enrique Velasquez
Jurupa Unified
Jeff Mueller
Karen Claborn
Riverside County
Los Angeles Unified
Placentia-Yorba Linda Unified
Los Angeles County
Orange County
Ronald Wakefield
Oakland Unified
Patrick P. Nunes
Gene Costa
Alameda County
Kelseyville Unified
Burbank Unified
Lake County
Los Angeles County
Alvin Wolf
California State University,
Marilyn O'Brian
Keith G. Derrick
San Bernardino
West Contra Costa Unified
Pasadena Unified
San Bernardino County
Contra Costa County
Los Angeles County
In addition, we thank California teachers who contributed additional test
questions through participation in GSE item-writing workshops.
Golden State Examinations in History-Social Science
1
Table of Contents
Introduction
2
Test Content for Economics, Government/Civics, and U.S. History
3
Test Structure for Economics, Government/Civics, and U.S. History
5
Sample Multiple-choice Questions for Economics
6
Scoring Guide for Economics
8
Sample 22-minute Written-response Question for Economics
9
Sample Student Work for Economics
10
Sample Multiple-choice Questions for Government/Civics
14
Scoring Guide for Government/Civics
15
Sample 22-minute Essay Question for Government/Civics
16
Sample Student Work for Government/Civics
17
Sample Multiple-choice Questions for U.S. History
21
23
Scoring Guide for U.S. History
24
Sample 22-minute Essay Question for U.S. History
25
Sample Student Work for U.S. History
5
Golden State Examinations in History-Social Science
2
Introduction
conclusions, and support conclusions with accurate
Using the Golden State
details.
Examination Teacher Guide
Note: It also is important that students and parents
The Golden State Examination Teacher Guide has
receive information about the testing dates and ways
been developed to provide essential information and
to prepare for the exams well in advance.
preparation guidelines for teachers and to serve as an
instructional aid in the classroom. The guide is
divided into the following sections:
Special Accommodations
outlines state content standards for
Test Content
Accommodations for testing as specified in a student's
which Golden State Examination (GSE) questions
Individualized Education Program (IEP) or 504 plan
are developed.
apply to GSE administration. For students with visual
impairments, a copy of the examination to be adminis-
describes the format of the test.
Test Structure
tered can be sent to the district for enlargement or
outlines the standards-based
Scoring Guide
reproduction in braille. Please allow sufficient time for
criteria used to score the written responses.
this process. Contact NCS Pearson, the GSE testing
includes sample questions
contractor, at [phone] ext. 805 for more
Sample Questions
that represent types of questions found on the
information, questions, and/or arrangements for
exams.
special testing needs or situations.
provides examples of student
Student Work
responses to written-response questions with
Reporting Results
teacher commentary.
Currently, the Golden State Examinations in Econom-
ics, Government/Civics, and U.S. History each consist
Teachers are encouraged to reproduce portions or all
of two 45-minute sessions. Students who complete
of the guide for classroom use. Districts/schools also
both sessions receive an individual report of results.
may use these materials with state standards for staff
Scores for the multiple-choice and written-response
development.
portions of the exam are combined to produce the
student's overall achievement level. There are six
Student Eligibility
achievement levels: high honors (6), honors (5),
The Golden State Examinations in Economics and
recognition (4), and acknowledgment for participation
Government/Civics are given during the winter and
(3, 2, and 1). Results of the winter administration are
spring test administrations. The U.S. history exam is
mailed to districts in May; results of the spring admin-
given in the spring. Each examination may be taken
istration are mailed to districts in October.
only once.
These are end-of-course examinations. They may be
Resource Documents
taken by students who are currently enrolled in the
The History-Social Science Content Standards for
course or who have taken the course since the last test
California Public Schools, Kindergarten Through
administration.
Grade Twelve, and the curriculum frameworks are
available at the California Department of Education,
Test Preparation
CDE Press, Sales Office, P.O. Box 271, Sacramento,
CA 95812-0271; 1-800-995-4099 ext. 6. These
The Golden State Examinations in history-social
documents also are available at http://www. cde.ca.
science are aligned to state content standards. Teach-
gov/board on the Internet.
ers should review their curriculum and instructional
activities for alignment to these standards.
Other Resources
Sound preparation for the Golden State Examinations
Testing schedules and other information are available
should include classroom assignments that allow
from your district GSE coordinator, your county office
students to articulate the major ideas and concepts in
the subject area being tested. Students also must be
of education, or the California Department of Educa-
able to analyze information, apply knowledge, draw
tion at http://www.cde.ca.gov/statetests/gse on the
Internet.
AVAILABLE
BEST COPY
6
Golden State Examinations in History-Social Science
3
Test Content for Economics,
Government/Civics, and U.S. History
Public Schools, Kindergarten Through Grade Twelve,
The content of the Golden State Examinations in
and curriculum frameworks are available at
Economics, Government/Civics, and U.S. History is
http://www.cde.ca.gov/board on the Internet.
aligned to the state standards for history-social
science, grades eleven and twelve. The History-
Questions on these examinations are aligned to the
Social Science Content Standards for California
following standards:
Economics
Students analyze the elements of the U.S.
Students understand common economic
12.4
12.1
labor market in a global setting.
terms and concepts and economic reasoning.
12.4.1-12.4.4 (Microeconomics)
12.1.1-12.1.5 (Fundamental economics)
Students analyze the aggregate economic
Students analyze the elements of America's
12.5
12.2
behavior of the U.S. economy.
market economy in a global setting.
12.5.1-12.5.3 (Macroeconomics)
12.2.1-12.2.10 (Microeconomics)
Students analyze issues of international
Students analyze the influence of the federal
12.6
12.3
trade and explain how the U.S. economy
government on the American economy.
affects, and is affected by, economic forces
12.3.1-12.3.4 (Macroeconomics)
beyond the United States's borders.
12.6.1-12.6.4 (International economics)
Government/Civics
Students analyze the unique roles and
Students explain the fundamental principles
12.4
12.1
responsibilities of the three branches of
and moral values of American democracy as
government as established by the U.S.
expressed in the U.S. Constitution and other
Constitution.
essential documents of American democracy.
12.4.1-12.4.6
12.1.1-12.1.6
Students summarize landmark U.S. Su-
Students evaluate and take and defend posi-
12.5
12.2
preme Court interpretations of the Constitu-
tions on the scope and limits of rights and
tion and its amendments.
obligations as democratic citizens, the rela-
tionships among them, and how they are
12.5.1-12.5.4
secured.
Students evaluate issues regarding cam-
12.6
12.2.1-12.2.6
paigns for national, state, and local elective
offices.
Students evaluate and take and defend posi-
12.3
tions on what the fundamental values and
12.6.1-12.6.6
principles of civil society are (i.e., the au-
Students analyze and compare the powers
12.7
tonomous sphere of voluntary personal, so-
and procedures of the national, state, tribal,
cial, and economic relations that are not part
and local governments.
of government), their interdependence, and
12.7.1-12.7.8
the meaning and importance of those values
and principles for a free society.
12.3.1-12.3.4
7
Golden State Examinations in History-Social Science
4
Students formulate questions about and
12.10
Students evaluate and take and defend posi-
12.8
defend their analyses of tensions within our
tions on the influence of the media on
constitutional democracy and the impor-
American political life.
tance of maintaining a balance between the
12.8.1-12.8.3
following concepts: majority rule and indi-
Students analyze the origins, characteristics,
12.9
vidual rights; liberty and equality; state and
and development of different political sys-
national authority in a federal system; civil
tems across time, with emphasis on the
disobedience and the rule of law; freedom
quest for political democracy, its advances,
of the press and the right to a fair trial; the
and its obstacles.
relationship of religion and government.
12.9.1-12.9.8
U.S. History
Students analyze the different explanations
Students analyze the significant events in
11.6
for the Great Depression and how the New
the founding of the nation and its attempts
Deal fundamentally changed the role of the
to realize the philosophy of government
federal government.
described in the Declaration of Indepen-
11.6.1-11.6.5
dence.
11.1.1-11.1.4
Students analyze America's participation in
11.7
World War II.
Students analyze the relationship among the
11.2
rise of industrialization, large-scale rural-to-
11.7.1-11.7.8
urban migration, and massive immigration
Students analyze the economic boom and
11.8
from Southern and Eastern Europe.
social transformation of post-World War II
11.2.1-11.2.9
America.
Students analyze the role religion played in
11.8.1-11.8.8
11.3
the founding of America, its lasting moral,
Students analyze U.S. foreign policy since
11.9
social, and political impacts, and issues
World War II.
regarding religious liberty.
11.9.1- 11.9.7
11.3.1-11.3.5
Students analyze the development of federal
11.10
Students trace the rise of the United States
11.4
civil rights and voting rights.
to its role as a world power in the twentieth
11.10.1-11.10.7
century.
Students analyze the major social problems
11.11
11.4.1-11.4.6
and domestic policy issues in contemporary
Students analyze the major political, social,
11.5
American society.
economic, technological, and cultural devel-
11.11.1-11.11.7
opments of the 1920s.
11.5.1-11.5.7
Golden State Examinations in History-Social Science
5
Test Structure for Economics,
Government/Civics, and U.S. History
The Golden State Examinations in Economics,
For the examinations in government/civics and U.S.
Government/Civics, and U.S. History are currently
history, students must be able to recall the founda-
two-part examinations, administered in 45-minute
tional content of the subject. They also must be able
sessions. Each of the two sessions consists of
to use a variety of processes, including interpreta-
multiple-choice questions and a written-response
tion, analysis, and evaluation.
question.
A more detailed description of the analytical skills
The multiple-choice questions are designed to test
required for all history-social science courses,
the breadth of student knowledge. Each question
grades 9 through 12, is included in the state content
offers four possible responses and varies in com-
standards. These skills are to be tested through the
plexity and difficulty.
content, not apart from the content.
The multiple-choice portion of the examinations is
The written-response portion of the examinations is
machine-scored. Sample multiple-choice questions
scored by experienced history-social science teach-
and answer keys are on pages 6 7 for economics,
ers and other professionals in the field.
page 14 for government/civics, and pages 21-22 for
Sample questions with student work and teacher
U.S. history.
commentary are on pages 9-13 for economics,
The written-response questions require students to
pages 16-20 for government/civics, and pages 24-
apply their skills and knowledge. Students are
29 for U.S. history.
asked to prepare responses that emphasize analysis
Teachers are encouraged to duplicate this guide for
and draw logical conclusions. Conclusions drawn
student use and to have students test themselves
must be supported by sufficient and accurate detail.
with the sample questions. State content standards
In economics, students are required to define, rec-
addressed by each sample written-response question
ognize, and interpret economic concepts and terms.
are identified for the purpose of this guide but do
They also must analyze and assess economic issues.
not appear on the examination.
Golden State ExaminationsCalifornia Standards Tests
Education Code section 60650 now requires Golden State Examinations (GSE) to be
administered as an augmentation to the California Standards Tests (CST) unless there
is no CST in the subject area being tested. Education Code section 60653 requires the
GSE to consist of some portion of the CST and additional GSE items in order to reduce
testing time in subjects for which a GSE and a CST exist.
It is anticipated that the GSE in U.S. History will be administered as an augmentation
to the CST in 2004. Information about the format of the exam will be included in the
2004 teacher guide.
Since there are no CSTs for economics and government/civics, it is anticipated that the
GSE in Economics and the GSE in Government/Civics will continue to be adminis-
tered in the current format.
9
Golden State Examinations in History-Social Science
6
Sample Multiple-choice Questions
for Economics
As more labor is added to a fixed amount of
A politician proposes reducing business taxes,
4.
1.
input, the rate at which output goes up begins
a move that she says will encourage risk-
to decrease. This is called
taking entrepreneurship. This proposed cut in
business taxes is intended to stimulate the
A. diminishing marginal utility.
economy mainly through
B. diminishing marginal productivity.
an increase in aggregate supply.
A.
C. diminishing marginal costs.
a decrease in aggregate supply.
B.
D. diminishing marginal profit.
a decrease in aggregate demand.
C.
an increase in aggregate demand.
D.
If the cost of sugar rises and sugar is a major
5.
ingredient in jelly beans, then the jelly bean
One country enjoys a comparative advantage
2.
A. demand curve shifts to the left.
over another in producing oil when
B. supply curve shifts to the left.
it has more oil than the other country.
A.
C. supply curve shifts to the right.
it can produce oil at a lower opportunity
B.
D. demand and supply curves both shift to the
cost than the other country.
right.
it does not need to import oil.
C.
it wants to export as much oil as possible.
D.
Which of the following is most likely to
6.
benefit a debtor?
Drought conditions create water shortages.
3.
A. unanticipated deflation
Assuming that water consumption can be
B. anticipated deflation
measured for each household, select the water
policy below that is most likely to cause the
C. unanticipated inflation
greatest reduction in water use by urban
D. anticipated inflation
households.
A. Give water to users with instructions to use
it wisely.
For the following question, choose the word to com-
plete the sentence that most accurately reflects the
B. Charge a flat (constant) fee of $50 per
relationship, definition, or similarity of the first pair
household, irrespective of the amount of
of words in the sentence:
water used.
Parts are to the whole as C+I+G+X is
7.
C. Raise the price of water from 2 cents to 50
to
cents per gallon with the biggest water
users (per capita) paying the highest price
trade surplus
A.
per gallon.
gross domestic product
B.
D. Charge $20 per month and limit household
disposable income
C.
consumption to last year's monthly
average usage.
market economy
D.
10