PAGE FO !EA"#E $SE Internal Assessment Resource Social Studies Level 1 !his resource su%%orts assessment a&ainst' Achievement Standard 91040 "onduct a social in(uir) Resource title: Social Networking 4 credits !his resource' "larifies the re(uirements of the standard Su%%orts &ood assessment %ractice Should *e su*+ected to the school,s usual assessment (ualit) assurance %rocess Should *e modified to ma-e the conte.t relevant to students in their school environment and ensure that su*mitted evidence is authentic /ate version %u*lished *) 0inistr) of Education 1ovem*er 2012 2ersion 2 !o su%%ort internal assessment from 2013 4ualit) assurance status !hese materials have *een (ualit) assured *) 154A. 154A A%%roved num*er A6A6116201269104060164272 Authenticit) of evidence !eachers must mana&e authenticit) for an) assessment from a %u*lic source8 *ecause students ma) have access to the assessment schedule or student e.em%lar material. $sin& this assessment resource 9ithout modification ma) mean that students, 9or- is not authentic. !he teacher ma) need to chan&e fi&ures8 measurements or data sources or set a different conte.t or to%ic to *e investi&ated or a different te.t to read or %erform. !his resource is co%)ri&ht : "ro9n 2012 Pa&e 1 of ; 154A A%%roved Internal assessment resource Social Studies 1.2A v2 for Achievement Standard 91040 PAGE FO !EA"#E $SE Internal Assessment Resource Achievement Standard Social Studies 91040: "onduct a social in(uir) Resource reference: Social Studies 1.2A v2 Resource title: Social 1et9or-in& redits: 4 !eacher guidelines !he follo9in& &uidelines are su%%lied to ena*le teachers to carr) out valid and consistent assessment usin& this internal assessment resource. !eachers need to *e ver) familiar 9ith the outcome *ein& assessed *) Achievement Standard Social Studies 91040. !he achievement criteria and the e.%lanator) notes contain information8 definitions8 and re(uirements that are crucial 9hen inter%retin& the standard and assessin& students a&ainst it. onte"t#setting In this assessment activit)8 students conduct a social in(uir) into online social net9or-in&. !his involves identif)in& a focus of in(uir)8 collectin& information <from *oth %rimar) and secondar) sources=8 e.%lainin& different %oints of vie98 and identif)in& social actions related to social net9or-in&. onditions Students ma) 9or- in &rou%s to &ather information from %rimar) and secondar) sources *ut all other com%onents of the tas- must *e com%leted individuall). Students 9ill need 3>4 9ee-s of in6 and out6of6class time to com%lete this activit). Resource re$uirements Access to the Internet and to relevant %rimar) sources of information. Additional information 1one. !his resource is co%)ri&ht : "ro9n 2012 Pa&e 2 of ; Internal assessment resource Social Studies 1.2A v2 for Achievement Standard 91040 PAGE FO S!$/E1! $SE Internal Assessment Resource Achievement Standard Social Studies 91040: "onduct a social in(uir) Resource reference: Social Studies 1.2A v2 Resource title: Social 1et9or-in& redits: 4 Achievement Achievement with %erit Achievement with &"cellence "onduct a social in(uir). "onduct an in6de%th social in(uir). "onduct a com%rehensive social in(uir). Student instructions Introduction !his assessment activit) re(uires )ou to conduct a social in(uir) into either online social networking. ?ou 9ill identif) a focus for )our in(uir)8 collect information <from *oth %rimar) and secondar) sources=8 e.%lain different %oints of vie98 and identif) social actions related to online social net9or-in&. !he thorou&hness of )our re%ort and the de%th 9ith 9hich )ou %resent contrastin& %oints of vie9 <related to the focus of )our in(uir)= 9ill determine the overall &rade. ?ou ma) 9or- 9ith others to &ather information from %rimar) and secondar) sources *ut all other com%onents of the tas- must *e com%leted individuall). ?ou have until 9ee- 9 of term 28 2014 in6 and out6of6class time in 9hich to com%lete this activit). !ask Social6net9or-in& 9e*sites %rovide a virtual communit) that %eo%le use to @han& outA in or to increase their circle of friends. 0em*ers create an online @%rofileA 9ith information8 %ictures8 and an)thin& else the) choose to %ost. Peo%le communicate *) %ostin& their thou&hts in status u%dates and *) instant messa&in& and email. !he sites let %eo%le find and invite other %eo%le into their %ersonal net9or-. "onduct a social in(uir) into online social net9or-in& follo9in& the ste%s outlined *elo9. Inquiry focus and research "hoose O1E of the follo9in& as a focus for )our in(uir)' #o9 have culturesBsocieties ada%ted and chan&ed as a result of social net9or-in&C Dhat im%act has online social net9or-in& had on culturesBsocietiesC !his resource is co%)ri&ht : "ro9n 2012 Pa&e 3 of ; Internal assessment resource Social Studies 1.2A v2 for Achievement Standard 91040 PAGE FO S!$/E1! $SE "reate !DO o%en6ended research (uestions relevant to )our chosen focus and chec- their suita*ilit) 9ith )our teacher. Gather information that can *e used to ans9er )our research (uestions. $se a ran&e of sources <at least three=. As %art of )our research' outline the ethical a%%roaches )ou 9ill use 9hen collectin& and %resentin& )our information desi&n a surve) or create intervie9 (uestions and use them to &ather %rimar) information &ather information from at least one other %rimar) source &ather information from at least one secondar) source. ?our research should reflect different vie9%oints. ?ou 9ill also need to find information a*out social actions related to online social net9or-in&. ecord the details of each source in a reference list. Write a report Process and %resent )our information. ?ou can choose ho9 *est to do this8 for e.am%le8 9ritten %ara&ra%hs8 ta*les8 &ra%hs8 dia&rams8 andBor %hoto&ra%hs. !hese 9ill need to *e anal)sed and form %art of )our conclusions. Drite a re%ort that e.%lains )our %rocess and conclusions. !hrou&hout )our re%ort8 refer to information )ou have &athered and8 9here meanin&ful8 to conce%ts that relate to )our in(uir). elevant conce%ts could include' societ)8 chan&e8 %ers%ectives8 ri&hts. Include su%%ortin& evidence such as names8 dates8 %laces8 statistics8 or (uotations. In )our re%ort' 9rite a res%onse to )our research (uestions. Include a summar) of )our findin&s and an) conclusions )ou have dra9n identif)8 descri*e in detail8 and contrast at least !#EE %oints of vie9 a*out social net9or-in& sites descri*e in detail t9o social actions related to online net9or-in&. For e.am%le' > identif) *eneficial social actions that have resulted from the use of social net9or-in& sites > identif) social actions that have *een ta-en <or could *e ta-en= to inform %eo%le a*out ho9 to use social net9or-in& a%%ro%riatel) or safel). #and in )our 9ritten re%ort8 alon& 9ith a reference list sho9in& the sources )ou have used. !his resource is co%)ri&ht : "ro9n 2012 Pa&e 4 of ; Internal assessment resource Social Studies 1.2A v2 for Achievement Standard 91040 PAGE FO !EA"#E $SE Assessment schedule: Social Studies 91040 Social Networking &vidence#'udgements for Achievement &vidence#'udgements for Achievement with %erit &vidence#'udgements for Achievement with &"cellence !he student has chosen a focus for their social in(uir) and has develo%ed at least t9o research (uestions from it. For e.am%le' Focus: What have been the consequences of social networking on cultures/societies? Research questions: How do people use social networking sites? What experiences have people had using social networking sites? How has the use of social networking sites impacted on peoples lives? How have the consequences of social networking sites been different in different cultures? !he student has &athered information from %rimar) and secondar) sources <for e.am%le8 surve)s8 (uestionnaires8 *oo-s8 Internet research= usin& an acce%ta*le ethical frame9or-. !he information relates to the focus of in(uir). Evidence of &athered information can include the student,s o9n summar) of &athered information. For e.am%le' ! found that there are different wa"s in which people use social networking sites# $ome people sta" in touch with friends this wa"% while other people like to reconnect with old friends the" had lost touch with# !he student %rovides information a*out at least t9o valid %oints of vie9 that relate to the focus of in(uir). For e.am%le' $ome people do not think that social networking sites have much benefit# &he" think that people waste too much time sitting in front of a !he student has chosen a focus for their in6de%th social in(uir) and has develo%ed at least t9o research (uestions from it. For e.am%le' Focus: What have been the consequences of social networking on cultures/societies? Research questions: How do people use social networking sites? What experiences have people had using social networking sites? How has the use of social networking sites impacted on peoples lives? How have the consequences of social networking sites been different in different cultures? !he student has &athered detailed information from a ran&e <at least three= of %rimar) and secondar) sources8 usin& an acce%ta*le ethical frame9or-. !he information relates to the focus of in(uir). For e.am%le' &here are a number of wa"s in which people use social networking sites# !n our local communit" teenagers use online social networking sites to communicate with people who live close to them and often people living on the other side of the world# $ome teenagers believe that the" have a larger support network of friends than if the" did not use social networking sites# &here have also been reported instances in some communities where teenagers have been at risk while using social networking sites' an example is of harassing posts on Facebook walls# &his is an example of c"ber bull"ing# !n some communities in other societies the use of social networking sites has resulted in the spread of propaganda# (n example !he student has chosen a focus for their com%rehensive social in(uir) and has develo%ed at least t9o research (uestions from it. For e.am%le' Focus: What have been the consequences of social networking on cultures/societies? Research questions: How do people use social networking sites? What experiences have people had using social networking sites? How has the use of social networking sites impacted on peoples lives? How have the consequences of social networking sites been different in different cultures? !he student has &athered detailed information from a ran&e <at least three= of %rimar) and secondar) sources8 usin& an acce%ta*le ethical frame9or-. !he information &athered relates to the focus of in(uir). !his includes information relevant to contrastin& %oints of vie9 that stren&then the findin&s of the in(uir). For e.am%le' &here are a number of wa"s in which people use social networking sites# !n our local communit" teenagers use online social networking sites to communicate with people who live close to them and often people living on the other side of the world# $ome teenagers believe that the" have a larger support network of friends than if the" did not use social networking sites# &here have also been reported instances in some communities where teenagers have been at risk while using social networking sites' an example is of harassing posts on Facebook walls# &his is an example of !his resource is co%)ri&ht : "ro9n 2012 Pa&e E of ; Internal assessment resource Social Studies 1.2A v2 for Achievement Standard 91040 PAGE FO !EA"#E $SE computer and need to have more face)to)face interaction with people# $ome people think that it is a good thing to be involved in social networking because the" can easil" keep in touch with people that the" ma" not see ver" often# !he student %rovides information a*out at least t9o social actions that relate to the focus of in(uir). For e.am%le' *romoting beneficial social actions: +rganising protests against products ,ncouraging people to support causes such as animal rights# !nforming people about the inappropriate use of social networking sites: $chools tr" to educate students about the dangers of social networking +rganisations give seminars to parents to let them know about how to encourage their children to be safe while using social networking sites# A list of references to sources is %rovided. of this is the -orth .orean government who set up a &witter account to keep people updated about the /positive0 aspects of life in -orth .orea# !he student %rovides detailed information <such as e.%lanations and s%ecific e.am%les= a*out at least t9o valid %oints of vie9 that relate to the focus of in(uir). For e.am%le' &here are examples where people perceive that social networking has resulted in benefits for the wider communit"# ( 1niversit" of 2anterbur" student organised a large group of volunteer students to help out with cleaning up parts of 2hristchurch damaged or affected b" the $eptember 3454 earthquake# $ome people believe that there are too man" issues with social networking that can lead to problems# For example% it is eas" for people to set up fake profiles and then befriend people under false pretences# !he student %rovides detailed information <s%ecific e.am%les= a*out at least t9o social actions that relate to the focus of in(uir). For e.am%le' *romoting beneficial social actions: !n !ran social networking sites were a wa" to organise protests against the elections that were being held in 3454# *eople were able to organise protests using these sites because other media is strictl" controlled there# &here are groups set up on Facebook which allow people to lobb" for change within their countr"# &here is a $ign+n -6 group that encourages people to 7oin to lobb" governments to sign up to the treat" on climate change# !nforming people about appropriate use of social networking sites: -etsafe is an organisation that has been set up c"ber bull"ing# !n some communities in other societies the use of social networking sites has resulted in the spread of propaganda# (n example of this is the -orth .orean government who set up a &witter account to keep people updated about the /positive0 aspects of life in -orth .orea# !he student %rovides detailed information <such as e.%lanations and s%ecific e.am%les= a*out at least t9o valid and contrasting %oints of vie9 that relate to the focus of in(uir). For e.am%le' &here are examples where people perceive that social networking has resulted in benefits for the wider communit"# ( 1niversit" of 2anterbur" student organised a large group of volunteer students to help clean up parts of 2hristchurch damaged or affected b" the $eptember 3454 earthquake# &hese students were able to help residents who were not able to clean up for themselves% for example% b" clearing silt from elderl" peoples drivewa"s# Facebook allowed this group of students to be quickl" organised and to help out where the" were most needed# $ome people believe that there are too man" issues with social networking that can lead to problems and that these sites should be banned# !t is eas" for people to set up fake profiles and then befriend people under false pretences% for example% the teenager in (ustralia in 3454 who was lured b" a man who told her the" were going to rescue in7ured animals and then he murdered her# $ome people believe that social networking should be strictl" controlled and that it is too eas" for people to see other peoples information# For example% unless teenagers activate the privac" settings on Facebook the default settings allow people to access private information such as birth dates and photos# *eople believe that strict !his resource is co%)ri&ht : "ro9n 2012 Pa&e 7 of ; Internal assessment resource Social Studies 1.2A v2 for Achievement Standard 91040 PAGE FO !EA"#E $SE to go around schools and educate students on how to use social networking sites appropriatel"# &he" have a website with information people can access and the" provide details about how to increase "our privac" settings and what to do if "ou are a victim of c"ber)bull"ing# !n m" schools 8ear 9 !2& programme there is a unit of work that encourages students to discuss how the" use social networking sites and then gives them strategies about how to use the sites appropriatel"% for example% b" making private information less accessible and b" not becoming friends with people that the" do not know# A list of references to sources is %rovided. privac" settings should be the default# !he student %rovides detailed information <s%ecific e.am%les= a*out at least t9o social actions that relate to the focus of in(uir). For e.am%le' *romoting beneficial social actions: !n !ran social networking sites were a wa" to organise protests against the elections that were being held in 3454# *eople were able to organise protests using these sites because other media is strictl" controlled there# &here are groups set up on Facebook which allow people to lobb" for change within their countr"# &here is a $ign+n -6 group that encourages people to 7oin to lobb" governments to sign up to the treat" on climate change# !nforming people about appropriate use of social networking sites: -etsafe is an organisation that has been set up to go around schools and educate students on how to use social networking sites appropriatel"# &he" have a website with information people can access and the" provide details about how to increase "our privac" settings and what to do if "ou are a victim of c"ber)bull"ing# !n m" schools 8ear 9 !2& programme there is a unit of work that encourages students to discuss how the" use social networking sites and then gives them strategies about how to use the sites appropriatel"% for example% b" making private information less accessible and b" not becoming friends with people that the" do not know# A list of references to sources is %rovided. !his resource is co%)ri&ht : "ro9n 2012 Pa&e F of ; Internal assessment resource Social Studies 1.2A v2 for Achievement Standard 91040 PAGE FO !EA"#E $SE Final &rades 9ill *e decided usin& %rofessional +ud&ement *ased on a holistic e.amination of the evidence %rovided a&ainst the criteria in the Achievement Standard. !his resource is co%)ri&ht : "ro9n 2012 Pa&e ; of ;
Joseph Silverman v. National Labor Relations Board and Samuel M. Kaynard, Director, National Labor Relations Board Regional Office No. 29, 543 F.2d 428, 2d Cir. (1976)