Ged Preparation Social Studies   (#9900132)

Version Description

PURPOSE
The GED® Preparation Program consists of four content-area assessments: Reasoning through Language Arts, Mathematics Reasoning, Science, and Social Studies. The purpose of the program is to prepare students to obtain the knowledge and skills necessary to pass the Official GED® Tests and be awarded a State of Florida High School Diploma. An additional performance level will certify that the student is career and college ready. This program strives to motivate students not only to obtain a GED® diploma, but to continue their education to earn a postsecondary degree, certificate, or industry certification.

The purpose of the Social studies component of the GED® program is to prepare students to pass the GED® Social Studies Test. This test will focus on the fundamentals of social studies reasoning, striking a balance of deeper conceptual understanding, procedural skill and fluency, and the ability to apply these fundamentals in realistic situations. Four major content domains will be addressed: civics and government, United States history, economics, and geography and the world.

THE GED® ASSESSMENT
Information on the GED® Assessment and the performance targets and content topics are derived from the Assessment Guide for Educators provided by GED Testing Service®. The manual can be downloaded at http://gedtestingservice.org.

The GED® Social studies test items are based on assessment targets identified by GED Testing Service® and are divided into two sections: the practices and the content topics. Each content topic has been translated into a standard including sub-content areas.
Each item on the Social Studies Test will be aligned to one social studies practice and one content topic/subtopic. Each Social Studies practice corresponds with the Florida standards for social studies, the National Curriculum Standards for social studies (NCSS), National Standards for History (NSH) and other career-and college-readiness standards.

Instruction on Social Studies Content Topics
The content topics are designed to provide context for measuring the skills defined in the social studies practices listed in this framework.

As in the previous version of the GED® social studies assessment targets, the social studies practices maintain a close relationship with the social studies content topics. More specifically, the primary focus of the GED® social studies test continues to be the measurement of essential reasoning skills applied in social studies context. However, test-takers should still be broadly and generally familiar with each of the basic concepts enumerated in the social studies content topics and subtopics, and they should be able to recognize and understand, in context, each of the terms listed there. Rather, the stimuli about which each question pertains will provide necessary details about scientific figures, formulas, and other key principles. For example, a question may include answer options and stimuli that contain specific terms drawn from the content subtopics; however, test-takers will never be asked to formulate their own definition of a term without the item providing sufficient contextual support for such a task.

Social Studies Content Topics Matrix
The matrix below gives a condensed summary of the social studies content topics. The tables on the following pages will include the content topics written into student standards along with sub-topics for each standard. The social studies content topics, which are drawn from these four domains, will provide context for measuring a test-taker’s ability to apply the reasoning skills described in the practices.

Themes	Social studies Content Topics
	Civics & Government 50%*	U.S. History 20%*	Economics 15%*	Geography and the World 15%*
I. Development of Modern Liberties and Democracy	1.  Types of modern & historical governments 2.  Principles that have contributed to development of American constitutional democracy 3.  Structure and design of United States Government 4. Individual rights and civic responsibilities	1.  Key historical documents that have shaped American constitutional government 2. Revolutionary and Early Republic Periods 3. Civil War & Reconstruction 4. Civil Rights Movement	1.  Key economic events that have shaped American government and policies 2.  Relationship between political and economic freedoms	1.  Development of classical civilizations
II.  Dynamic Responses in Societal Systems	e. Political parties, campaigns, and elections in American politics 6. Contemporary public policy	5. European population of the Americas 6. World War I & II 7. The Cold War 8. American foreign policy since 9/11	3. Fundamental economic concepts 4. Microeconomics & macroeconomics 5. Consumer economics 6. Economic causes & impacts of wars 7. Economic drivers of exploration and colonization	2. Relationships between the environment and societal development 3. Borders between peoples and nations 4. Human migration

*Percentage of test questions based on these topics or standards.
Note: The content topics for the social studies Test focus on two main themes, each applied across the four domains in the social studies topics. Content that falls outside the parameters of these themes will not be included in the social studies Test.

Webb’s Depth of Knowledge (DOK) Model
Bloom’s Taxonomy was used to guide the development of test items for the GED® 2002 series. The GED Testing Service® is using Webb’s Depth of Knowledge model to give test item development for the GED® 2014 assessment. In Bloom’s Taxonomy, different verbs represent six levels of cognitive processes. However, unlike Bloom’s system, the DOK levels are not a taxonomical tool that uses verbs to classify the level of each cognitive demand. The DOK is the cognitive demand required to correctly answer test questions.

The DOK level describes the kind of thinking involved in the task. A greater DOK level requires greater conceptual understanding and cognitive processing by the students. The DOK model includes 4 levels: (1) recall, (2) basic application of skill/concept, (3) strategic thinking, and (4) extended thinking. Roughly 80 percent of the items across all four tests will be written to DOK levels two and three, and roughly 20 percent will require test-takers to engage level one DOK skills. Level four entails skills required to successfully complete long-term research projects. Therefore, DOK level four is beyond the scope of this assessment.

PROGRAM STRUCTURE
The GED® Preparation Program is non-graded and characterized by open-entry/open-exit and/or managed enrollment, self-paced instructional modules, differentiated instruction, flexible schedules, and performance-based evaluation. Agencies are awarded one LCP (V-Y) per test passed by the student. While the course length can vary, the recommended length for social studies is approximately 75 hours.

Course Number	Course Title	Length	LCP Level
9900132	GED®  Prep Social Studies	Varies	W

Program procedures include the following:

1. Determining eligibility for enrollment: 
   1. Must be 16 years of age or older. 
   2. Legal withdrawal from the elementary or secondary school with the exceptions noted in Rule 6A-6.014, FAC. 
   3. Student does not have a State of Florida diploma. 
   4. Student must be functioning at or above a 9.0 grade level
2. Diagnosing learning difficulties as necessary. 
3. Prescribing individualized instruction. 
4. Managing learning activities. 
5. Evaluating student progress. 

Note: F.S. 1003.435 (4) states that “ a candidate for a high school equivalency diploma shall be at least 18 years of age on the date of the examination, except that in extraordinary circumstances, as provided for in rules of the district school board…..a candidate may take the examination after reaching the age of 16.”

ACCOMMODATIONS
When a student with a disability is enrolled in an adult education class with modifications to the curriculum framework, the particular accommodations must be specified in the student’s Section 504 Accommodation Plan or any other accommodation plan. Federal and state legislation requires the provision of accommodations for students with disabilities to meet individual needs and ensure equal access. Students with disabilities in adult education programs must self-identify, provide documentation, and request accommodations, if needed. It is recommended that accommodations be identified on a Transition Individual Educational Plan (TIEP), a Section 504 Accommodations Plan, or the development of a plan with their service provider. Accommodations received in secondary education may differ from those received in adult education. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands, and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

Special Notes: Career Development Standards The Adult Career Pathways System includes the following career development standards for students to achieve in their career exploration and planning. Students can access Florida CHOICES or a comparable system for career exploration and planning activities.  Agencies determine if the career plan is developed at intake or integrated into classroom instruction.  If the student is preparing for all four GED® tests, agencies determine in which course the career plan should be developed.  The following is the list of career development standards: CP.01   Develop skills to locate, evaluate, and interpret career information. CP.02   Identify interests, skills, and personal preferences that influence career and education choices. CP.03   Identify career cluster and related pathways that match career and education goals. CP.04   Develop and manage a career and education plan.