OGT and Written Response OGT and Written Response QuestionsQuestions

OR How Do I Get My Students to OR How Do I Get My Students to Pass This Thing?Pass This Thing?

Used with permission of Dr. Martha Pallante, Used with permission of Dr. Martha Pallante,

Chair History Department,Youngstown State UniversityChair History Department,Youngstown State University

Types of QuestionsTypes of Questions

Multiple ChoiceMultiple Choice

Short AnswerShort Answer

Extended ResponseExtended Response

Knowledge Base ReferencesKnowledge Base References

Fact base questions -- students must recall Fact base questions -- students must recall answeranswer

Example Based question –students must Example Based question –students must interpret information—use critical interpret information—use critical thinking/analytical skillsthinking/analytical skills

Skill Based Questions –students must Skill Based Questions –students must describe or identify skill of historian/social describe or identify skill of historian/social scientistscientist

How to Prepare StudentsHow to Prepare Students

Answer the questions that are asked.Answer the questions that are asked.

The early 20th century saw a significant northward migration of African-Americans. During the 1920s, nearly 400,000 African-Americans settled in New York, Pennsylvania and Illinois. Many lived in large cities such as New York, Philadelphia and Chicago.

Identify two economic effects of this migration on the United States.

Correct answer requires two statements that speak to money or employment.

How to Prepare StudentsHow to Prepare Students

Answer the questions that are asked.Answer the questions that are asked.

Use straight forward sentences.Use straight forward sentences.

Make the same number of statements as points in Make the same number of statements as points in the question.the question.

Don’t waste time on unnecessary details.Don’t waste time on unnecessary details.

Problems for StudentsProblems for Students

Students can’t identify the questionStudents can’t identify the question For what sort of information does the question For what sort of information does the question

ask.ask. Is it descriptive: who, what, where when.Is it descriptive: who, what, where when. Is it process: cause and effect, motives, short or Is it process: cause and effect, motives, short or

long term result.long term result. Is it method: best practices and scholars’ habitsIs it method: best practices and scholars’ habits

Problems for StudentsProblems for Students

2. Students don’t understand how to read a 2. Students don’t understand how to read a text – document, quotation, statistic, imagetext – document, quotation, statistic, image

Rubric for interpretationRubric for interpretationDescribe itDescribe itIdentify author and motive or biasIdentify author and motive or biasAudience or for whom was it meantAudience or for whom was it meantContext or place it in time and spaceContext or place it in time and space

Solutions for StudentsSolutions for Students

1. Scaffolding Learning1. Scaffolding Learning Break down the steps into small increments:Break down the steps into small increments:

Identify the following terms:Identify the following terms:

George WashingtonGeorge Washington

Ideally student would tell who he is, when Ideally student would tell who he is, when and where he acted, and why he was and where he acted, and why he was significant or what his contributions.significant or what his contributions.

So how do you teach it:So how do you teach it:

Start with the following format:Start with the following format:Who was George Washington?Who was George Washington?When and where did he live?When and where did he live?Why is he important to the development of the United Why is he important to the development of the United

States?States?ORORWhat were his significant contributions?What were his significant contributions?

Then move to less constructed model:Then move to less constructed model:

Tell me who George Washington is, when and Tell me who George Washington is, when and where he lived, and what his significant where he lived, and what his significant contributions were to the development of the contributions were to the development of the United States? Write one sentence for each of United States? Write one sentence for each of the questions asked.the questions asked.

Solutions for StudentsSolutions for Students

Teach them to recognize what the Teach them to recognize what the questions are askingquestions are asking

1.1. Use highlight or other indicator to define Use highlight or other indicator to define what question is asking. What sort of what question is asking. What sort of information does the answer require?information does the answer require?

2.2. Used highlight or other indicator to Used highlight or other indicator to indicate quantity. Write one sentence for indicate quantity. Write one sentence for each.each.

The early 20th century saw a significant northward migration of African-Americans. The early 20th century saw a significant northward migration of African-Americans. During the 1920s, nearly 400,000 African-Americans settled in New York, During the 1920s, nearly 400,000 African-Americans settled in New York, Pennsylvania and Illinois. Many lived in large cities such as New York, Pennsylvania and Illinois. Many lived in large cities such as New York, Philadelphia and Chicago. Philadelphia and Chicago.

Identify Identify twotwo economic effects economic effects of this migration on the of this migration on the United States.United States.

**African American migration to northern cities in the African American migration to northern cities in the Twenties resulted in Twenties resulted in an increase in the laboran increase in the labor force. force. **They were also sometimes They were also sometimes used as scabs to prevent used as scabs to prevent union success.union success.

Extended response itemExtended response item During the years between 1945 and 1950, the period During the years between 1945 and 1950, the period

directly following World War II, the Soviet Union directly following World War II, the Soviet Union expanded its influence in Central and Eastern Europe. expanded its influence in Central and Eastern Europe. Describe Describe two two concerns the United States had about concerns the United States had about this expansion.this expansion.

For each concern, For each concern, (two more responses)(two more responses) identify a identify a related action taken by the United States to counter related action taken by the United States to counter Soviet activitiesSoviet activities in Europe during this time period. in Europe during this time period.

Write your answer in the Write your answer in the Answer DocumentAnswer Document. (. (4 points) 4 points)

Red identifies type of question.Red identifies type of question.Blue is the formation that can be used to answer the question.Blue is the formation that can be used to answer the question.During the 1960s, the Congress of Racial Equality (CORE) organized Freedom Rides During the 1960s, the Congress of Racial Equality (CORE) organized Freedom Rides

throughout the South to end segregation on interstate bus routes. throughout the South to end segregation on interstate bus routes. James Farmer, James Farmer, national director of CORE at that time,national director of CORE at that time, described in an interview one of the described in an interview one of the strategies used by the Freedom Riders: strategies used by the Freedom Riders:

We … felt that one of the weaknesses of the student sit-in movement of the South We … felt that one of the weaknesses of the student sit-in movement of the South had been that as soon as arrested, the kids [were] bailed out. ... A better tactic had been that as soon as arrested, the kids [were] bailed out. ... A better tactic would be to remain in jail. ... Fill up the jails, as Gandhi did in India, fill them to would be to remain in jail. ... Fill up the jails, as Gandhi did in India, fill them to bursting if we had to. In other words, stay in without bail. bursting if we had to. In other words, stay in without bail.

Source: Howell Raines, My Soul Is Rested: Movement Days in the Deep South Source: Howell Raines, My Soul Is Rested: Movement Days in the Deep South Remembered Remembered

James Farmer’s statement would be a James Farmer’s statement would be a credible source of information (historian’s credible source of information (historian’s method)method) about a strategy used during the civil rights movement because about a strategy used during the civil rights movement because

A. it is free of bias. A. it is free of bias. B. it was published in a book. B. it was published in a book. C. he was a civil rights leader. C. he was a civil rights leader. D. he uses statistics to support his opinions. D. he uses statistics to support his opinions.

Extended response itemExtended response item

During the years between 1945 and 1950, the period During the years between 1945 and 1950, the period directly following World War II, the Soviet Union directly following World War II, the Soviet Union expanded its influence in Central and Eastern expanded its influence in Central and Eastern Europe. Describe Europe. Describe twotwo concerns the United States concerns the United States had about this expansion. had about this expansion.

For For each concern, identify a related actioneach concern, identify a related action taken by taken by the United States to counter Soviet activities in the United States to counter Soviet activities in Europe during this time period. Europe during this time period.

Write your answer in the Write your answer in the Answer DocumentAnswer Document. (. (4 4 points) points)

Decoding an imageDecoding an image

Use the photo to describe the different sorts Use the photo to describe the different sorts of workers employed at this factory, the of workers employed at this factory, the Niles Fire Brick Company. Indicate at least Niles Fire Brick Company. Indicate at least five signs of class or divisions of labor.five signs of class or divisions of labor.