1. “Teaching is a vital and purposeful
pursuit. We need to be working
toward something and we need to
know what that something is. Then
we can consider how to best get
there... I believe we should publish
our goals and argue for their
importance.”
- Jeffrey D. Wilhelm

2. Presented by:
Jonathan Vervaet
@jonathanvervaet
jonathanvervaet@gmail.c
om
Assessment and Literacy in
the Secondary Social Studies
Classroom
Knowing my students
as readers and thinkers…

3. “If students have not been told
where they are going, it is
unlikely that they will arrive.”
– Shirley Clark

4. Learning Intentions
• I can identify challenges faced by
teachers of adolescents in the 21st
Century.
• I can highlight some key principles
of the proficient readers research.
• I can explain how performance
based assessments can inform my
instructional decisions.
• I can begin to see how instructional
and curriculum design can enhance
student learning and literacy skills
in the Social Studies discipline.

5. What does literacy look like for 21st
Century Adolescents?
What are the implications for
teachers?

6. Necessity!!

8. Strategy:
Mining for Gold

9. A/B Partner – Mining for Gold
A – says what the most important
idea was from the reading.
B – asks “Why is that important?”
A – answers and explains.
B – again, asks “Why is that
important?”
Do this until A can synthesize
thought to a single word or phrase;
Repeat for partner B.

10. Proficient Readers
Research
Successful readers
– regardless of age
– are active,
purposeful,
strategic, and
metacognitive.

11. Proficient Readers
Research
They construct
meaning and learn
from text by using
cognitive strategies
before, during, and
after reading.

12. Instructional Design
The 8 Cognitive Functions
Good Readers Use

13. When meaning breaks
down, proficient readers become
cognizant of their performance
limitations and strategically execute
these cognitive processes to repair
their
comprehension problems.
(Alexander & Jetton, 2000)

14. 1. Setting a purpose / Reading with
purpose in mind
2. Activating background knowledge
to enhance understanding
3. Monitoring comprehension and
awareness of how to repair
comprehension problems
4. Determining what’s important

15. 5. Making inferences and drawing
conclusions
6. Visualizing mental images
7. Synthesizing and accurately
summarizing information
8. Making connections
What is the most important cognitive
reading function for students?

16. 1. Setting a purpose / Reading with purpose
in mind
2. Activating background knowledge to
enhance understanding
3. Monitoring comprehension and
awareness of how to repair
comprehension problems
4. Determining what’s important
5. Making inferences and drawing
conclusions
6. Visualizing mental images
7. Synthesizing and accurately summarizing

17. The Prescribed
Learning Outcomes
are the goals, not
content coverage.
Use the textbook as a
resource, not the
syllabus.

18. Deliberate use of Backward Design
(UBD) for planning results in more clearly
defined goals, more appropriate assessments
and more purposeful teaching.
Stages to Consider
1.Identify desired results.
2.Determine acceptable
evidence.
3.Plan learning experiences
and instruction.

19. Curriculum Mapping
Learning Intentions – PLOs
Big ideas / Enduring Understandings
Essential Questions
Concepts – Things to know
Skills / Strategies
Formative Assessments / Instructional Activities
Summative Assessment(s)
Resources

20. Curriculum Map
Unit of Study
Learning
Intentions –
PLOs
Big Ideas /
Enduring
Understandings
Essential ?s
Concepts
(What students
need to know)
Skills &
Strategies
Speaking and
Listening:
Reading and
Viewing:
Writing and
Representing:
Metacognition:
Formative
Assessments /
Instructional
Activities
Summative
Assessments
Resources
Adapted from Pulling Together: Integrating Inquiry, Assessment, and Instruction in Today's
English Classroom by Leyton Schnellert, Mehjabeen Datoo, Krista Ediger, Joanne Panas

21. Success Criteria
and the Use of
Performance
Standards

22. Reading Performance Standard
Grade 2

23. Thinking Rubric: Grade 9
Assignment:
Name:
Aspect Approaching
Expectations
Meeting
Expectations
Fully Meeting
Expectations
Exceeding
Expectations
Meaning
Purpose
Ideas and
information;
use of details
Purpose is
unclear;
unfocused.
Details,
examples and
quotations are
missing or are
not clearly
linked to topic.
Purpose is clear;
may lose focus.
Accurate details,
examples and
quotations; may
not clearly link to
the purpose.
Mainly summary
and may rely on
general
knowledge or
emotion.
Purpose is clear;
focus is kept
throughout.
Accurate details,
examples and
quotations
clearly linked to
topic with
conclusions or
opinions
attempted.
Purpose and focus
are clear
throughout the
entire assignment.
Details, examples
and quotations are
fully explained
with logical
conclusions or
opinions.
Connections /
Conclusions
Connections
Conclusions
Connections
between ideas
are missing or
very weak.
No conclusions
attempted or
arrived at.
Connections
between ideas
are attempted,
but weak /
simplistic.
Little or no
attempt at
conclusions
about the topic.
Makes clear
connections
between ideas
beyond the
obvious.
Has attempted
to come to
conclusions
about the topic.
Can relate the
topic to a broader
idea or other
situations. Makes
meaningful and
deep connections
throughout.
Has come to clear
and concise
conclusions about
the topic
Comments / Suggestions:

24. Summative Assessment Rubric: Athenian Democracy
Is justice / freedom key for a society to be civilized?
Approaching
Expectations
Meeting
Expectations
Fully Meeting
Expectations
Exceeding
Expectations
Snapshot Does not accomplish
the basic task; may be
flawed or incomplete.
Ideas may be
misinterpreted or
overly simplistic.
Accomplishes the
purpose at a basic
level with some gaps.
Ideas are minimal
and lack support.
Accomplishes the
purpose showing
some complexity
and maturity. Ideas
are clear and well-
developed .
Exceeds the
requirements of the
task, showing
complexity and
maturity. Ideas are
thoroughly
developed, specific
and economical.
Meaning
-Focus
-Understand
-Development
- Specific
details/support
· Lacks focus and
purpose
· Minimal
understanding of
topic
· Inadequate
development
· Some focus
around a
specific topic;
purpose may be
unclear
· Basic
understanding
with minimal
analysis
· Development
and support are
evident but
simplistic
· Clearly focused
around a
specific
purpose,
audience
· Understanding
and analysis
are generally
evident
· Tightly focused
around a
specific topic,
purpose,
audience
· Interpretation
and analysis
demonstrate
control and
complexity
Support
-Detailed and
specific
information to
support argument
· Limited recall of
factual content
(lacks
details/support)
· May not be
clearly linked to
the topic
· Minimal recall
of
support/details
· References
need further
explanation.
· Ideas are
clearly
developed and
explained with
appropriate
support.
· Ideas are
thoroughly
developed,
strongly
supported,
well explained.
I can describe the development of Athenian democracy and compare it to
democracy in the present day.
I can describe how Athenian democracy is a reflection of Athenian values.
Comments:

25. Summative Assessment Rubric: The Russian Revolution
Approaching
Expectations
Meeting
Expectations
Fully Meeting
Expectations
Exceeding
Expectations
Snapshot Does not
accomplish the
basic task; may
be flawed or
incomplete.
Ideas may be
misinterpreted
or overly
simplistic.
Accomplishes
the purpose at
a basic level
with some
gaps. Ideas are
minimal and
lack support.
Accomplishes
the purpose
showing some
complexity
and maturity.
Ideas are clear
and well-
developed.
Exceeds the
requirements
of the task,
showing
complexity
and maturity.
Ideas are
thoroughly
developed,
specific and
economical.
Comprehension
-Identify main
ideas
- Define key
terms or
phrases
Struggles to
identify some
main ideas; skips
over difficult
parts; doesn’t
define key terms
or phrases.
Identifies some
main ideas,
may skip over
some parts;
attempts to
define some
key terms or
phrases.
Clearly and
accurately
identifies most
of the main
ideas; defines
most key
terms or
phrases.
Accurately
identifies the
main ideas;
defines all key
terms and
phrases.
Makes logical
connections to
other key
events in the
Russian
Revolution.
Makes few or no
connections to
other key events
in the Russian
Revolution.
Makes some
connections to
other key
events in the
Russian
Revolution.
Makes logical
connections to
other key
events in the
Russian
Revolution.
Makes
insightful and
original
connections to
other key
events in the
Russian
Revolution.
Comments:

26. Quick Scale: Reading Literature (Grades 10-12)
Comments:
Aspect Approaching
Expectations
(I range)
Minimally Meeting
Expectations
(C- to C range)
Fully Meeting
Expectations
(C+ to B+ range)
Exceeding
Expectations
(A range)
SNAPSHOT
You offer an illogical
and/or underdeveloped
explanation and
interpretation of texts.
You offer a limited or
surface-level
explanation and
interpretation of texts.
You offer a logical
explanation and
interpretation of texts.
You offer an analytic,
thorough explanation
and interpretation of
texts.
EXPLAIN
àshow your
work
Even though I am
thinking, I have difficulty
and/or don’t understand
how to explain or give
examples about my
process.
I can attempt to explain
my thinking, but have
trouble clarifying my
process. I may use
examples, but they may
be limited.
I can explain my thinking
process and use specific
examples.
I can explain my thinking
process in detail,
including the small steps
or subtleties in my
process.
COMPREHEND
àwho, what,
when, where
and how
(W4
H): context
Even though I can
identify the W
4
H, I may
misread, confuse and/or
omit some key elements.
My examples may be
limited or flawed.
I can identify the W
4
H
and attempt to explain a
basic understanding of
their relationship.
I can use some examples.
I can identify and explain
the relationships
between the W
4
H.
I can use explicit
examples.
I can identify and explain
the relationships and
subtleties between and
amongst the W
4
H.
I can effectively use
explicit and/or implicit
examples.
CONNECT
àtext to self,
text to text,
text to world
Even though I attempt to
make connections, they
may be flawed,
irrelevant, and/or
incomplete.
My examples may be
limited, flawed and/or
unjustifiable.
I can establish and may
be able to explain basic
connections between the
text and myself, other
texts and/or the world.
I can use some examples.
I can establish and
explain clear connections
between the text and
myself, other texts
and/or the world.
I can use explicit
examples.
I can establish and
synthesize insightful
connections between the
text and myself, other
texts and/or the world.
I can effectively use
explicit and/or implicit
examples.
INTERPRET
àthe “why?”,
drawing
conclusions:
inferences
BK + TE = I
Even though I attempt to
use my background
knowledge and/or
evidence from the text,
my interpretations may
be general, unsupported
and/or irrelevant.
I can use my background
knowledge and/or
evidence from the text to
make simple and/or
obvious interpretations.
I can use my background
knowledge and/or
evidence from the text to
make clear, logical
interpretations.
I can effectively use my
background knowledge
and/or evidence from
the text to make
thoughtful, insightful
interpretations.

27. If students don’t
understand the
words used
in the rubric,
it might as
well be
written in a
foreign language.

28. Design
Activities to
have students
“translate”
performance
standards into
student friendly
language.

29. "We must constantly remind
ourselves that the ultimate
purpose of evaluation is to
have students become self
evaluating. If students
graduate from our schools
still dependent upon others
to tell them when they are
adequate, good, or
excellent, then we’ve
missed the whole point of
what education is about.”
- Costa and Kallick (1992)

30. Enduring Understandings are the “big
ideas” of the curriculum. They are
more than goals for a unit or grade;
they are the rationale for engaging in
discipline.

32. Enduring Understandings:
From ELA Curriculum
- A good thinker uses
interpretations, analysis, synthesis, and
evaluation to deepen and enhance
understanding.
- Meaning making is a constructive and
creative process; the quest for meaning is
never complete.
- We need to reflect on, monitor, and
regulate our own learning in order to

33. Enduring Understandings:
• Our modern day traditions are steeped in
the rituals and beliefs of those living in
ancient and historical times.
• Little of our modern festivals and
celebrations are unique to our current
generation
• Geographical features and climate affect
the world view and the development of
civilizations.

34. Enduring Understandings:
• Various components of a civilization evolve
and are refined as societies develop and
interact.
• Trade is a major factor in the creation and
destruction of societies and cultures.
• A civilization’s technological advancement
is often a result of their attempt to live
within their geography.

35. Enduring Understandings:
• The Holocaust provides a context for
exploring the dangers of remaining
silent, apathetic, and indifferent in the face
of the oppression of others.
• Holocaust history demonstrates how a
modern nation can utilize its technological
expertise and bureaucratic infrastructure to
implement destructive policies ranging
from social engineering to genocide.

36. Enduring Understandings:
• The use of propaganda created a cult of
personality which allowed for the rise of
despotic single party dictatorships.

37. Essential Questions
“The best questions serve not only to
promote understanding of the content...
they also spark connections and promote
transfer of ideas.”
- Wiggins and McTighe

38. An Essential Question will be
successful if it meets two criteria:
If it is phrased in a way to be
interesting or compelling to
students.
If it gets after enduring
understandings from the
discipline(s) being studied.

39. Examples:
•What are the markers of a civilized
people?
•How far can we, or should we, go
in tampering with nature?
•What advancements of today may
become problems of the future?
•How is art a reflection of culture?
•What constitutes a rebellious act?
•Is sex even necessary?

40. • Is justice / freedom key for a
society to be civilized?
• How are modern celebrations a
reflection of our past?
• What makes humans commit
inhumane acts?
• What makes people throw off
the restraints of human
conduct?
• How is power and control
maintained and legitimized?

41. Essential Questions
Is a Canada a democracy?
Does Canada’s legal system ensure
order in society?
Does the Canadian Bill of Rights
ensure the rights of all Canadians
are protected?

42. Essential Questions
How is the cultural identity of a
people influenced by where they
live?
Does changing society always
necessitate violence?

43. Comparative Civilizations 12 Curriculum Map
Questions to Consider in the Course:
What is the goal of life?
What role does happiness play in civilizations?
What does it mean to be human and happy?
Is vulnerability at the root of happiness? (See Brene Brown Ted Talk)
Where is the balance between technological advancement and the effect on mother nature?
Why are pluralism and tolerance essential for civilization?
Is justice a key component in civilization?
Is our pride in human achievement blinding us to the eventual end of Western Civilization?
Unit of Study Introduction to Civilizations Ancient Egypt: An Inquiry Approach Greece
Learning Statements PLOs I can describe concepts that define
the studies of civilizations.
I can analyse elements and
characteristics that contribute to the
identity of civilizations.
I can using a variety of primary and
secondary sources and strategies in
research, such as the Internet, texts,
artefacts, visual sources, and literature
I can develop and defend a position
by establishing a thesis, taking a side,
providing supporting evidence, and
using a variety of sources to support
research
I can communicate my knowledge
and understanding about civilizations
by using effective written, oral, and
graphic communication skills.
I can describe the significance of the
following to the study of civilizations:
I can research through the use of a
variety of primary and secondary
sources (e.g., artefacts, artworks,
literature, oral tradition)
I can describe the philosophical
viewpoints of various cultures with
regard to universal concepts of life
(e.g., love, death, time, space, nature,
war and conflict, peace, prosperity,
eternity/afterlife)
I can analyse the influence of the
natural environment on the
development and identity of Greek
civilization.
I can examine a variety of artistic works
(statues) with regards to:
- influences
- materials/techniques
- purpose
I can analyze how the arts express a
civilizations’ cultural elements
I can describe the development of
Athenian democracy and compare it
to democracy in the present day.
I can describe how Athenian
democracy is a reflection of Athenian
values.
I can describe the role of philosophical
ideas in the development of western
culture.
I can analyse how cultural values and
ideas are transmitted over time.

44. English 10 Curriculum Map
Unit of Study A Quest Toward
Perfection: Dystopian
Literature
Inevitability and
Fate: From Teen to
Adulthood
Is the Grass Going to
be Greener?: Hope for
Future Generations
Learning Intentions
I can interact and collaborate in pairs
and groups to
- understand the perspectives of others
- comprehend and respond to a
variety of texts
During reading, I can select and use a
range of strategies to construct,
monitor, and confirm
meaning, including:
- making connections
– making inferences and drawing
conclusions
I can write purposeful information texts
that express ideas and information to
– explore and respond
– analyse and explain
– speculate and consider
– argue and persuade
Big Ideas /
Enduring
Understandings
We use dialogue and discussion to
develop, synthesize and clarify ideas.
An understanding of literature is key to
an understanding of oneself, one’s
community, and the world.
We need to reflect on, monitor, and
regulate our own learning in order to
improve.
Speaking and listening, reading and
viewing and writing and representing
are recursive / iterative processes.
Our cultural, historical, political and
social backgrounds influence our
attitudes.
A good thinker uses interpretations,
analysis, synthesis and evaluation to
deepen and enhance understanding.
Reading the world always precedes
reading the word.
We need to reflect on, monitor, and
regulate our own learning in order to
improve.
Our cultural, historical, political and
social backgrounds influence our
attitudes about the world.
We need to reflect on, monitor, and
regulate our own learning in order to
improve.
What will tomorrow look like? Is fate inevitable? Where is the basis for hope in the

45. Social Studies 9 Curriculum Map
Unit of Study Identity From Exploration to
Colonialism
Modern Canada: A
Reflection of its Past
PLOs I can assess how identity is shaped by:
- family
- gender
- belief
- ethnicity
- nationality
I can describe the daily life in
Aboriginal communities.
I can analyse the reasons for initial
exploration and settlement of North
America.
I can analyse the relationship between
Aboriginal people and Europeans.
I can assess how economic systems
contributed to the development of
Canada.
I can analyse the effects of colonialism
on trade and conflict.
I can assess the impact of the fur trade
on exploration and settlement.
I can analyse the roots of present-day
regional, cultural and social issues
within Canada.
I can investigate to roots of Canada’s
political and legal systems, including
the development of two legal systems
from two cultures.
Big Ideas / Enduring
Understandings
Identity is shaped by many different
and connecting factors. It is used to
identify one as distinct from others and
also as part of a homogenous group.
Artistic expression is a reflection of the
society in which it was created.
Colonialism exploits natural resources.
Early contact allowed for an exchange
of technologies and goods.
Present day institutions are based in the
past.
Essential ?s What makes us who we are?
How is art a reflection of culture?
What role does ethnicity play when
people interact?
Why do people explore?
What is at the root of conflict?
How do people make decisions?
How does a desire for power and
wealth affect relationships?
What do we see in our society today
that is clearly influenced by our history?
What can we expect in our future
based on where we’ve been in the
past?
Concepts (What students
need to know)
Identity
Nationality
Ethnicity
Heterogeneous vs. Homogeneous
Cultures
How the Renaissance influenced
exploration
Ethnocentrism
Colonization – The movement of
people into a new area with the intent
of developing the economy, religion
and culture primarily for the benefit of
its members back home.
Mercantilism
Colony
Mother country
Theocracy
Anglophone / Francophone
Separatist
Referendum

47. Social Studies 9: Final Project
Enduring Understandings Learning Intentions Essential Questions
Identity is shaped by many different
and connecting factors. It is used to
identify one as distinct from others
and also as part of a homogenous
group.
I can assess how identity is shaped by:
- family
- gender
- belief
- ethnicity
- nationality
What makes us who we are?
How is art a reflection of culture?
What role does ethnicity play when
people interact?
Colonialism exploits natural resources.
Early contact allowed for an
exchange of technologies and
goods.
I can analyse the reasons for initial
exploration and settlement of North
America.
I can analyse the relationship between
Aboriginal people and Europeans.
I can assess how economic systems
contributed to the development of
Canada.
I can analyse the effects of colonialism
on trade and conflict.
I can assess the impact of the fur trade
on exploration and settlement.
Why do people explore?
What is at the root of conflict?
How do people make decisions?
How does a desire for power and
wealth affect relationships?
Present day institutions are based in
the past.
Institutions and ideas are rooted in
historical struggles / accomplishments
I can analyse the roots of present-day
regional, cultural and social issues
within Canada.
What do we see in our society today
that is clearly influenced by our history?
What can we expect in our future
based on where we’ve been in the
past?
People are generally capable of
improving themselves and their lives.
As ideas of around rights develop
people are more likely to attempt to
fight for those rights in the form of
armed revolts.
Science is used to uncover / discover
the natural of human behaviour.
I can analyse the ideas of the
Enlightenment thinkers and speculate
how their ideas can contribute to
revolution and conflict.
Are rules necessary for civilized
societies to exist?
Are people generally good or bad?
Change in history is often rooted in
violence.
The average citizen in society has a
powerful voice.
I can analyse the factors that
contribute to revolution and conflict.
I can analyse the contribution of the
American, English and French
Revolutions in the development of
democratic concepts.
What constitutes a Rebellious Act?
Do people have the right to rebel
against a government they don’t like?
What are the roots of democracy?
When is democracy actually
democratic?
Does democracy exist?
Is democracy realistically attainable?
Is democracy necessary to ensure the
rights of people are upheld?
How much violence is justified in
securing a better future?

48. You must use the research to support
your practice to avoid being a well
intentioned “Enthusiastic Amateur.”
- Fullan and Hargraeves “Professional Capital”

49. Contact Information
Jonathan Vervaet
Email: jonathanvervaet@gmail.com
Twitter: @jonathanvervaet
Blog: jonathanvervaet.wordpress.com