Grade 12: Literacy in Social Studies – The Game of Life
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Common Core Standards
Reading Standards for Literacy in History/Social Studies
RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
Writing Standards for Literacy in History/Social Studies
WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures, or technical processes.
WHST.11-12.2(a) Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
WHST.11-12.2(b) Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
WHST.11-12.2(c) Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
WHST.11-12.2(d) Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
WHST.11-12.2(e) Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Description of Assessment
This Grade 12 performance task titled “Literacy in Social Studies – The Game of Life” developed by Melody Lanzaro and cited on weteachnyc.org is intended to be the summative assessment of a 3-5 week unit on personal finance and economics, covering topics such as credit cards and debt, home and car ownership, and college financing. Throughout unit activities, students read, evaluate, and summarize informational text from a variety of sources on topics related to personal finance and economics. The unit task asks students to write an informative/explanatory financial guidebook for young adults ages 18-25, demonstrating knowledge they have gained about personal finance through independent research.
Cautions
Connecticut teachers are cautioned that the task assumes that students have already achieved proficiency in a number of research, reading, and writing skills. Additional supports for students who are ELL, have disabilities, or read well below the grade level text band may be needed. The unit outline included with the task materials does not include individual lessons. The time required to complete the assessment is unclear. While a “Materials Needed” listing is included, teachers may want to update the articles and texts used with students.
Rationale for Selection
This performance task is a good example of how to provide for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection. It cultivates student interest in reading, writing and speaking about texts. The task includes an aligned rubric that provides sufficient guidance for interpreting student performance. This topic and performance task aligns with the Connecticut Elementary and Secondary Social Studies Frameworks for high school and could be used to complement an existing unit on personal finance. Teachers may use the unit outline as it is described, integrate parts of it into a currently existing curriculum unit, or use it as a model or checklist for a currently existing unit on a different topic.