Social Studies and Science - GED Testing Service
Social Studies and Science - GED Testing Service
Social Studies and Science - GED Testing Service
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<strong>Social</strong> <strong>Studies</strong> Excerpt<strong>Social</strong> <strong>Studies</strong> Item 30172West Virginia State Board of Education v. BarnetteExcerptAll, too, will bear in mind this sacred principle, that though the will of the majority is in all casesto prevail, that will, to be rightful, must be reasonable; that the minority possess their equalrights, which equal laws must protect, <strong>and</strong> to violate which would be oppression."- Thomas Jefferson, 1801LetterJune 15, 1943Editor:Students <strong>and</strong> teachers across this l<strong>and</strong> say the pledge of allegiance each day to honor arepublic committed to liberty <strong>and</strong> justice for all. That commitment was reaffirmed yesterday bythe Supreme Court's ruling in West Virginia State Board of Education v. Barnette. The rulingstruck down as unconstitutional West Virginia's directive that school children must daily salutethe flag while reciting the pledge of allegiance or face expulsion. The Barnettes challenged thecompulsory salute <strong>and</strong> pledge because it conflicts with their religious beliefs as Jehovah'sWitnesses. Even so, the Court did not make its ruling based on freedom of religion. Instead, thedecision was based, in large part, on freedom of speech.Our Constitution places certain rights beyond the reach of government officials <strong>and</strong> beyond thereach of what the majority likes. The freedom of speech is certainly such a right. Yesterday'sruling not only affirmed the freedom of speech but exp<strong>and</strong>ed it to include the right not to speak.The Court has made clear that the government cannot force people to say things they do notbelieve.As our nation fights a worldwide war, it is natural to seek the reassurance that comes from ashared sense of patriotism. As a society, we have looked to our public schools to help develop alove of country in our young people. But do we want patriotism that is "demonstrated" bygovernment-m<strong>and</strong>ated expressions of allegiance by students (or any citizen)? Of course we donot. We want a nation which comm<strong>and</strong>s our love <strong>and</strong> respect because the government does notinfringe on personal beliefs <strong>and</strong> protects the rights of all citizens. Yesterday's ruling helps insurethat that is the type of nation in which we <strong>and</strong> our children will live!Amelia ParsonsWheeling, West Virginia<strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> ® | www.<strong>GED</strong>testingservice.com 10© Copyright 2013 <strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> LLC. All rights reserved.
<strong>Social</strong> <strong>Studies</strong> PromptIn your response, develop an argument about how the author's position inher letter reflects the enduring issue expressed in the excerpt from ThomasJefferson. Incorporate relevant <strong>and</strong> specific evidence from the excerpt <strong>and</strong>the letter as well as your own knowledge of the enduring issue <strong>and</strong> thecircumstances surrounding the case to support your analysis.<strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> ® | www.<strong>GED</strong>testingservice.com 11© Copyright 2013 <strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> LLC. All rights reserved.
Sample Anchor Papers <strong>and</strong> AnnotationsTrait 3 Responseln Amelia Parsons letter, she supports the decision of the Supreme Court's ruling in WestVirginia State Board of Education v. Barnette. This decision ended a West Virginia m<strong>and</strong>ate forall schoolchildren to salute the flag <strong>and</strong> recite the pledge of allegiance or else face disciplinaryaction. In so doing, the Supreme Court also upheld the freedom of speech in such a way that itallowed for a person's right to not speak. Parsons averred that it is important to have agovernment that not only protects our rights, but that also does not "infringe on personalbeliefs". This sentiment is one repeated in an excerpt by Thomas Jefferson that states that it isnot just the majority that must be appeased in matters, but that the minority possesses rightsthat must be equally protected in order to avoid oppression.In West Virginia State Board of Education v. Barnette, the Barnettes appealed to the court toremove the compulsory salute <strong>and</strong> pledge due to its conflict with their religious beliefs. The courtdid indeed overrule the unconstitutional directive, basing its decision on the freedom of speech.Parsons states that the freedom of speech is a right that cannot be controlled by the majority.She believes that no government should enforce a law that oppresses a people, or one thatmakes people speak contrary to their beliefs.Both Amelia Parsons <strong>and</strong> Thomas Jefferson have mentioned that, in maintaining what is right,our government must see each individual as a significant voice <strong>and</strong> seek to exhibit the greatestliberty, so long as it is reasonable.Trait 3 AnnotationScore Point: 1• Demonstrates adequate applications of conventions, including subject-verb agreement,pronoun usage, capitalization, apostrophe usage, <strong>and</strong> punctuation usage• Demonstrates largely correct sentence structure with variance; is generally fluent <strong>and</strong> clear• Overall, the minor errors present do not interfere with underst<strong>and</strong>ing. Given the length of theresponse, these errors are not frequent.o Use of punctuation: incorrect use of end marks (" ... infringe on personal beliefs".")ooUse of apostrophes ("In Amelia Parsons letter…”)Run-on sentence ("This sentiment is one repeated in an excerpt ... in order to avoidoppression.")<strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> ® | www.<strong>GED</strong>testingservice.com 14© Copyright 2013 <strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> LLC. All rights reserved.
<strong>Science</strong> Excerpt, Prompt, <strong>and</strong> Scoring Guide<strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> ® | www.<strong>GED</strong>testingservice.com 15© Copyright 2013 <strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> LLC. All rights reserved.
PromptScoring Guide3-Point ResponseResponse contains• A clear <strong>and</strong> well-developed explanation of how deforestation could disrupt the lifecycle of Ophiocordyceps unilateralis in tropical rain forests• Complete support from the passage2-Point ResponseResponse contains• An adequate or partially articulated explanation of how deforestation coulddisrupt the life cycle of Ophiocordyceps unilateralis in tropical rain forests• Partial support from the passage1-Point ResponseResponse contains• A minimal or implied explanation of how deforestation could disrupt the life cycleof Ophiocordyceps unilateralis in tropical rain forests• Minimal or implied support from the passage0-Point ResponseResponse includes• No explanation of how deforestation could disrupt the life cycle ofOphiocordyceps unilateralis in tropical rain forests• No support from the passage<strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> ® | www.<strong>GED</strong>testingservice.com 16© Copyright 2013 <strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> LLC. All rights reserved.
Sample Anchor Papers for <strong>Science</strong> Short AnswerSample Paper 1Deforestation destroys the environment where thous<strong>and</strong>s of species of animals flourishincluding Ophiocordyceps. Ophiocordyceps rely heavily on the environment to survivefor two major reasons. First of all, Ophiocordyceps often find hosts in Carpenter Antswhich build their nests high up in the trees of rainforests. When deforestation occurs,Carpenter Ants lose their nests <strong>and</strong> homes which would likely result in the diminishmentof their species. This would disrupt the Ophiocordyceps species significantly asOphiocordyceps cannot survive without a host – without the Carpenter Ants, therewould be no Ophiocordyceps. The other reason that Ophiocordyceps would suffer isbecause with the trees, there would be nothing for them to climb to reach greateramounts of light <strong>and</strong> less humidity. While a lack of trees would lead to more lightreaching the ground, the issue of humidity affecting the Ophiocordyceps would stillexist. With tall trees, the Ophiocordyceps are able to reach heights with less humidityultimately slowing the growth of fungus. In conclusion, deforestation would have a verysignificant impact on the life cycle of the Ophiocordyceps for without trees there wouldbe no hosts for the Ophiocordyceps to grown <strong>and</strong> without a way to escape humiditythere would be a slowing of growth.Sample Paper 2Ophiocordyceps unilateralis feed off of the carpenter ant, which nests in the trees.Deforestation will cause many carpenter ants to die out because of the lack of homes.As a result, O. unilateralis lose many hosts to feed off of, <strong>and</strong> in turn reproduction isdisrupted.<strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> ® | www.<strong>GED</strong>testingservice.com 17© Copyright 2013 <strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> LLC. All rights reserved.
AnnotationsAnnotation for Sample Paper 1Score Point: 3This 3-point response explains how deforestation could disrupt the life cycle ofOphiocordyceps unilateralis by stating, “Deforestation destroys the environment wherethous<strong>and</strong>s of species of animals flourish including Ophiocordyceps.” This statementmakes the connection between the destruction of the environment <strong>and</strong> its negativeeffect on the life cycle of Ophiocordyceps unilateralis. The explanation is supported withthe following piece of evidence, “Ophiocordyceps often find hosts in Carpenter Antswhich build their nests high up in the trees of rainforests.” This piece of evidence linksthe trees with the living environment of the Ophiocordyceps. The explanation is furthersupported with a second piece of evidence, “The other reasons that Ophiocordycepswould suffer is because without the trees, there would be nothing for them to climb toreach greater amounts of light <strong>and</strong> less humidity. This piece of evidence links theexplanation of a loss of environment back to this statement in the passage whichdescribes how the insects need the light <strong>and</strong> humidity because those conditions favorgrowth.Annotation for Sample Paper 2Score Point: 2This response explains how deforestation could disrupt the life cycle of Ophiocordycepsunilateralis by stating, “Deforestation will cause many carpenter ants to die because ofthe lack of homes.” This statement describes how the destruction of the habitat or“home” of the Ophiocordyceps unilateralis has a negative effect on the life cycle ofOphiocordyceps. The explanation is supported with the following piece of evidence, “. . .feed of the carpenter ant, which nests in trees.” This evidence, which is taken from thelast sentence of the paragraph, provides an indirect reference as to how deforestationwill destroy the “home” of the carpenter ant, which will in turn affect the Ophiocordycepsunilateralis. However, this response contains only partial support from the passage <strong>and</strong>therefore it receives a score of 2.<strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> ® | www.<strong>GED</strong>testingservice.com 18© Copyright 2013 <strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> LLC. All rights reserved.
First Amendment Scavenger HuntFreedom Headline/ Description How does this article reflect thefreedom?<strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> ® | www.<strong>GED</strong>testingservice.com 19© Copyright 2013 <strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> LLC. All rights reserved.
Nonfiction Text StructuresText Structure Definition Signal Words GraphicDescription Provides mainideas <strong>and</strong>supports themwith descriptivedetails.for example, indescribing,properties of, forinstance,characteristicsinclude,specifically, inaddition, inSequence <strong>and</strong>OrderGivesinformation in aspecific order.particularbefore, in thebeginning, tostart, first, next,during, after,then, finally, last,in the middle, inthe endCompare <strong>and</strong>ContrastCause <strong>and</strong>EffectProblem <strong>and</strong>SolutionPresents ideas<strong>and</strong> examineshow they arealike/differentProvidesreasons for whyor howsomethinghappens.Identifies aproblem <strong>and</strong>offers solutionssimilar, alike,same, just like,both, different,unlike, incontrast, on theother h<strong>and</strong>,whereas,althoughbecause, so, sothat, if… then,consequently,thus, since, for,for this reason,as a result of,therefore, due to,this is how, leadsto, nevertheless,<strong>and</strong> accordingly.problem,dilemma,solution, issue,cause, since,consequently,therefore, as aresult, becauseof, leads to, dueto, solve, so, then<strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> ® | www.<strong>GED</strong>testingservice.com 20© Copyright 2013 <strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> LLC. All rights reserved.
Narrative ChainsUse the following words in a narrative sentence/paragraph:election, veto, amendment, congress, president, checks, balancesUse the following words in a narrative sentence/paragraph:temperatures, southern, glacier, earth, tropical, rainforest, jungle,ice cap, moderate<strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> ® | www.<strong>GED</strong>testingservice.com 21© Copyright 2013 <strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> LLC. All rights reserved.
A Few Websites in <strong>Social</strong> <strong>Studies</strong> to Get You Started!An Outline of American History. An overview of history <strong>and</strong> government developed as part ofThe American Revolution—an HTML Project. http://www.let.rug.nl/usa/Daryl Cagle’s Professional Cartoonists Index! This site includes cartoons from over sixtycartoonists on a variety of topics, plus a teacher’s guide, games, <strong>and</strong> activities. The site stayscurrent. http://www.cagle.comDigital History. An interactive, multimedia history of the United States from the Revolution tothe present. http://www.digitalhistory.uh.edu/The Library of Congress. The Library of Congress has historic documents, as well as timelines<strong>and</strong> articles that can be downloaded for classroom use. http://www.loc.gov/teachers/• Teaching with the Library of Congress - Bloghttp://blogs.loc.gov/teachers/• Classroom Materials – Primary Source Sets from the Library of Congresshttp://www.loc.gov/teachers/classroommaterials/Lessons for Economics. Developed through the National Foundation for Teachers ofEconomics, this site provides a variety of lessons for use in the classroom.http://www.fte.org/Four Reads: Learning to Read Primary Documents. Take a step-by-step process for learninghow to read primary documents. http://teachinghistory.org/teaching-materials/teachingguides/25690The History Channel. The History Channel provides both historic <strong>and</strong> current topics, readings,audio <strong>and</strong> video recordings, <strong>and</strong> lessons for the classroom. http://www.history.com/National Archives <strong>and</strong> Records Administration. The website of the National Archives. Alltypes of educational units <strong>and</strong> copies of national documents are available from thisgovernmental site. http://www.archives.govNational Geographic. This section of the National Geographic website has political, physical,cultural, <strong>and</strong> weather maps to download for use in the classroom.http://maps.nationalgeographic.com/mapsNational Public Radio (NPR) Podcast Directory. All types of podcasts from National PublicRadio to assist students in staying informed.http://www.npr.org/rss/podcast/podcast_directory.phpU. S. Department of State. Basic Readings in U.S. Democracy. From the MayflowerCompact to excerpts from presidential debates, this site from the U. S. Department of State hasa variety of resources for use in the classroom.http://usinfo.org/enus/government/overview/demo.html<strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> ® | www.<strong>GED</strong>testingservice.com 22© Copyright 2013 <strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> LLC. All rights reserved.
A Few Websites in <strong>Science</strong> to Get You Started!ABC <strong>Science</strong>. News, video clips, games, <strong>and</strong> lots of activities for the science classroom fromthe American Broadcasting Company. http://www.abc.net.au/science/Annenberg: The Habitable Planet . The Habitable Planet is a multimedia course for highschool teachers <strong>and</strong> adult learners interested in studying environmental science. The Web siteprovides access to course content <strong>and</strong> activities developed by leading scientists <strong>and</strong>researchers in the field. http://www.learner.org/channel/courses/envsci/index.htmlAnnenberg <strong>Science</strong> in Focus: Force <strong>and</strong> Motion. Explore science concepts in force <strong>and</strong>motion <strong>and</strong> come away with a deeper underst<strong>and</strong>ing that will help you engage your students intheir own explorations. With science <strong>and</strong> education experts as your guides, learn more aboutgravity, friction, air resistance, magnetism, <strong>and</strong> tension through activities, discussions, <strong>and</strong>demonstrations. http://www.learner.org/channel/workshops/force/BBC <strong>Science</strong>. From space to the human body to, this interactive site allows learners todiscover many different facets of science. http://www.bbc.co.uk/sn/Cells Alive. This site can be used by teachers <strong>and</strong> students. Lots of great interactivity <strong>and</strong>resources on the basics of cells. http://www.cellsalive.com/toc.htmDiscovery Channel. The website has lots more information than even the channel. Lots ofinteractivity with excellent videos, interactivity, <strong>and</strong> high-level games. http://www.discovery.com/Exploratorium Online. Since 1993, the Exploratorium was one of the first science museums tobuild a site on the World Wide Web. The site contains over 15,000 articles <strong>and</strong> displaysincluding interactivity regarding science. http://www.exploratorium.edu/Franklin Institute. Excellent collection of online resources <strong>and</strong> activities designed to createcuriosity <strong>and</strong> promote science in everyday life. http://www.fi.edu/explore.htmlNewton’s Apple. NEWTON'S APPLE is a production of Twin Cities Public Television from agrant from the 3M Foundation. The site is filled with free videos for use in many different areas.http://www.newtonsapple.tv/Nye Labs.com This is indeed “Bill Nye, the science guy” with lots of activities <strong>and</strong> applicationsfor science. http://www.billnye.comPBS: <strong>Science</strong> & Nature. Highlights <strong>and</strong> background information on every <strong>Science</strong>-based PBSprogram on the air; check out the <strong>Science</strong> for the Classroom link. http://www.pbs.org/science/The Why Files. University of Wisconsin, Board of Regents. Real world articles to support allareas of science. Click on the “Why Files in Education.” http://whyfiles.org/teach/Weather Classroom. The Weather Classroom presents all kinds of online interactiveresources for students <strong>and</strong> teachers; worth investigating.http://www.weatherclassroom.com/index.php<strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> ® | www.<strong>GED</strong>testingservice.com 23© Copyright 2013 <strong>GED</strong> <strong>Testing</strong> <strong>Service</strong> LLC. All rights reserved.
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