Level 2 Social Studies Internal Assessment Resources

Internal assessment resource Social Studies 2.5A v2 for Achievement Standard 91283

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Internal Assessment Resource

Social Studies Level 2

This resource supports assessment against:
Achievement Standard 91283 version 2
Describe a social action that enables communities and/or nations to meet responsibilities and exercise rights
Resource title: Global Peace & Justice at the 2010 ASB Classic
4 credits
This resource:
· Clarifies the requirements of the standard
· Supports good assessment practice
· Should be subjected to the school’s usual assessment quality assurance process
· Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic
Date version published by Ministry of Education / February 2015 Version 2
To support internal assessment from 2015
Quality assurance status / These materials have been quality assured by NZQA.
NZQA Approved number: A-A-02-2015-91283-02-5661
Authenticity of evidence / Teachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material.
Using this assessment resource without modification may mean that students’ work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform.

Internal assessment resource Social Studies 2.5A v2 for Achievement Standard 91283

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Internal Assessment Resource

Achievement Standard Social Studies 91283: Describe a social action that enables communities and/or nations to meet responsibilities and exercise rights

Resource reference: Social Studies 2.5A v2

Resource title: Global Peace & Justice at the 2010 ASB Classic

Credits: 4

Teacher guidelines

The following guidelines are designed to ensure that teachers can carry out valid and consistent assessment using this internal assessment resource.

Teachers need to be very familiar with the outcome being assessed by Achievement Standard Social Studies 91283. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.

Context/setting

The social action used in this assessment activity must differ from the action used as the basis for assessment in Achievement Standard 91282. (See Conditions of Assessment for Level 2 Social Studies Standards.)

This assessment activity requires students to comprehensively describe the social action undertaken by the organisation Global Peace & Justice (GP&J) at the ASB Classic in January 2010 at the ASB Tennis Centre. Students will present their description as a PowerPoint presentation.

You can modify the context of this assessment activity to suit your students’ needs. Examples of alternative contexts include:

· Smacking Bill social action.

· Civil Union Bill social action.

Ensure that the context, whether international or local, is both topical and relevant to your students.

Modes of presentation can also be adapted to suit your students’ needs, for example, students could produce:

· a written report

· an oral presentation

· a poster

· a magazine article.

Conditions

This activity takes place over 1–2 weeks of in-class time. You can modify this time frame to suit your teaching and learning programme. Ensure that all work is completed in class and that all written material is kept in the classroom, or use alternative means of ensuring authenticity of students’ work.

Resource requirements

Provide students with a selection of resources relating to the Global Peace & Justice social action, which was taken in response to the presence of Israeli Tennis Player Shahar Peer. The following list provides some examples:

· http://www.3news.co.nz/Full-interview-with-activist-John-Minto-on-anti-Israel-protest/tabid/423/articleID/136601/Default.aspx

· http://www.stuff.co.nz/national/3212353/John-Minto-arrested-at-tennis-protest

· http://www.odt.co.nz/news/national/88321/john-minto-arrested-tennis

· http://www.radiolive.co.nz/Will-Global-Peace-and-Justice-come-from-tennis-protests/tabid/426/articleID/11631/cat/241/Default.aspx.

Additional information

Prior teaching could include:

· social studies concepts (social justice, human rights, roles, responsibilities, community, society)

· definition of social action

· examination of successful social actions

· background to the Israel–Palestinian conflict.

Internal assessment resource Social Studies 2.5A v2 for Achievement Standard 91283

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Internal Assessment Resource

Achievement Standard Social Studies 91283: Describe a social action that enables communities and/or nations to meet responsibilities and exercise rights

Resource reference: Social Studies 2.5A v2

Resource title: Global Peace & Justice at the 2010 ASB Classic

Credits: 4

Achievement / Achievement with Merit / Achievement with Excellence
Describe a social action that enables communities and/or nations to meet responsibilities and exercise rights. / Describe, in depth, a social action that enables communities and/or nations to meet responsibilities and exercise rights. / Describe comprehensively a social action that enables communities and/or nations to meet responsibilities and exercise rights.

Student instructions

Introduction

This assessment activity requires you to produce a PowerPoint presentation on the social action undertaken by the organisation Global Peace & Justice (GP&J) in response to the presence of the Israeli tennis player Shahar Peer at the 2010 ASB Classic. Your presentation will help GP&J to review the success of their social action.

Your teacher will provide you with a variety of resources that show what GP&J did during the 2010 ASB Classic.

In your PowerPoint presentation, you must:

· apply Social Studies concepts (social change, rights, group, roles, responsibilities, communities, government, society)

· provide supporting evidence, including names, dates, places, statistics, and quotations.

You have 2 weeks of in-class time to complete this activity.

Task

A. Describe the features of the social action that enables responsibilities to be met and rights to be exercised – this may include:

· What happened?

· Where and when did it happen?

· Who was involved?

· What was the intended purpose of the social action?

B. Choose two major participants (group(s)/individuals) involved in this social action and for each, give an account of their involvement – this should include:

· what the participants did that shaped the social action.

· the reasons for the participants’ involvement in the social action.

· what their point of view is on the issue and the action taken.

C. Did the social action enable responsibilities to be met and rights to be exercised? If so, how; if not, why not?

D. Describe in depth the consequences of this social action for both individuals and society.

· The consequences may be short-term, long-term, positive, negative, social, economic etc.

· Support your answer with social studies concepts and detailed evidence.

E. Describe comprehensively the effectiveness of the social action.

· Evaluate the strengths and weaknesses of the social action.

· How appropriate was the action in enabling responsibilities to be met and rights to be exercised?

· Support your answer with social studies concepts and detailed evidence.

Resources

Your teacher will provide you with a selection of resources relating to the Global Peace & Justice social action, which was taken in response to the presence of Israeli Tennis Player Shahar Peer.

Internal assessment resource Social Studies 2.5A v2 for Achievement Standard 91283

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Assessment schedule: Social Studies 91283 Global Peace & Justice at the 2010 ASB Classic

Evidence/Judgements for Achievement / Evidence/Judgements for Achievement with Merit / Evidence/Judgements for Achievement with Excellence
The student has described a social action that enables communities and/or nations to meet their responsibilities and exercise their rights. This means that the student has used Social Studies Concepts and specific evidence to:
· describe the key features of the social action, including what happened, where and when it took place, people involved, and its intended purpose
· describe the participants point of view and reasons for involvement
· describe how the action enabled the communities/nations to meet responsibilities and exercise rights.
Example:
Twenty members of the organisation GP&J attended the ASB Tennis Classic while the Israeli player Shahar Peer was playing. GP&J is a network of people who provide a platform for individuals and groups to discuss and organise co-operatively on peace and justice issues.
The members who attended the tennis match …
This action took place on [day].
GP&J chose to protest outside the tennis because they wanted to …
The protest outside the tennis enabled the members of GP&J the right to freedom of expression and opinion by …
However, 6 members of GP&J did not fulfil their responsibilities as members of New Zealand society. These responsibilities involve obeying certain laws and respecting the social order of the community we live in.
A member of GP&J protested outside the ASB tennis classic. He held a banner that said … / The student has described, in depth, a social action that enables communities and/or nations to meet responsibilities and exercise rights. This means that the student has used Social Studies concepts and detailed specific evidence to:
· describe the key features of the social action, including what happened, where and when it took place, people involved, and its intended purpose
· describe the participants point of view and reasons for involvement
· describe how the action enabled the communities/nations to meet responsibilities and exercise rights
· describe in detail consequences of the social action, each relating to either GP&J or a community and/or nation.
Example:
A negative consequence of the protest outside the ASB Classic Tennis for the organisers of the tournament was …
A long term consequence for the Palestinian people of the GP&J social action in New Zealand was … / The student has comprehensively described a social action that enables communities and/or nations to meet responsibilities and exercise rights. This means that the student has applied Social Studies concepts and used detailed specific evidence throughout the report to:
· describe the key features of the social action, including what happened, where and when it took place, people involved, and its intended purpose
· describe in detail the participants viewpoint and reasons for involvement
· describe how the action enabled the communities/nations to meet responsibilities and exercise rights
· describe fully the consequences of the social action, each relating to either GP&J or a community and/or nation
· evaluate the strengths, weaknesses, and appropriateness of the social action.
Example:
A strength of the GP&J social action was the coverage of the protest in the New Zealand media. This meant that …
A weakness of the social action was the small number of protestors who took part …
The action was not appropriate due to the impact that it had on the fans that attended the tennis. It obstructed the right of fans to …
The action was also not appropriate due to the failure of the protestors to fulfil their roles as responsible citizens of our society.

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.