Golden Horseshoe Info 2017


Golden Horseshoe Participants:

Here are important reminders–

1.  December 1  private and home school student registration begins on WVDE website

2. January 2  deadline to request Braille test

3.  January 15  practice test on WVDE built platform becomes available for students  (Practice tests are posted once a week on Friday’s.)

4.  January 25  county will receive the Golden Horseshoe written essay 

5.  January 31  All students must have logged into the WVDE built platform to test their username and password.



I’ve begun to get questions about this year’s Golden Horseshoe Test. Everything that you always wanted to know about GH can be found at I will also be sending you occasional email reminders or clarifications.

Golden Horseshoe Information . Preparing for the Golden Horseshoe Essay and Multiple Choice Online Test. Essay Test: Sample Essays. Other practice essays can be found …



In early January I’ll be providing you all with more in-depth information re: the Golden Horseshoe Test, but I wanted to highlight some basic information.



Early January 2017 — Practice Tests available online

February 8, 2017 — Essay Test to be administered

February 21 – March 2, 2017 — Online test is administered. See dates below for individual county dates.




A.      Public school students DO NOT NEED TO REGISTER with me for the online test. However, they do need to have an active WebTop account and a valid password. If students do not have an account or password please contact your Golden Horseshoe County Contact or your local TIS. Your TIS can create an account and a new password for your student(s).

B.      Home-schooled and private school students DO need to register. Please check for details.

Golden Horseshoe Information . Preparing for the Golden Horseshoe Essay and Multiple Choice Online Test. Essay Test: Sample Essays. Other practice essays can be found …


C.      All public students should log in to the WebTop in January to be sure they have access to the testing platform and can maneuver the site.

D.     Information about confidentiality agreements, absentee rosters and other paperwork will be sent out in January.

E.      Preparing for the test. The following resources can be found at or at the URLs listed below. The Culture Center website is an excellent resource for almost anything relating to WV.

Golden Horseshoe Information . Preparing for the Golden Horseshoe Essay and Multiple Choice Online Test. Essay Test: Sample Essays. Other practice essays can be found …


v	Essay Test: Sample Essays from 2012-2013. Other practice essays can be found at the end of the web page under Forms.
v	Essay Test Sheet for writing essay (lined paper): PDF
v	Golden Horseshoe Preparation Page
Ø	Quick Quizzes:
Ø	Daily Trivia:
Ø	On This Day in WV History:
Ø	Released and Practice Test Items
♦	Practice Test
♦	Answer Key Practice Test















Have a great weekend.


Allegra Kazemzadeh

Social Studies/Assessment Coordinator

Office of Middle/Secondary Learning


1900 Kanawha Boulevard, East

Building 6 Room 603

Charleston, WV 25305-0330

304.558.5325 P

304.558.1834 F


Black History- WV Resources

African American Black History Month

Martin Luther King, Jr. Day is Monday, January 16th, 2017 and it is time to plan  some good activities on African American History as we move through January.

Also, following MLK Day – February  is African American Black History Month, and here are some good resources to start your lesson planning.  

West Virginia teachers:

e-WV: The West Virginia Encyclopedia ( is a valuable resource for you and your students during Black History Month. The website includes several articles about the African-American experience:

African-American Heritage:

African-American Education:

African-American Coal Miners:

e-WV also features numerous articles about prominent African-Americans:

Educator Booker T. Washington:

Historian Carter G. Woodson:

Legislator Minnie Buckingham Harper:

Students can test their knowledge of African-American history in the Mountain State by taking one of the many quizzes included on the site:

 e-WV, available to anyone with an Internet connection, includes more than 2,200 articles as well as thousands of illustrations.The online encyclopedia is a project of the West Virginia Humanities Council, which published the print version of the West Virginia Encyclopedia in 2006. If you are already using e-WV in the classroom, thank you! Let us know what you think of the site and how we can improve it.

Becky Calwell, Editor
West Virginia Humanities Council
1310 Kanawha Blvd. E.
Charleston, WV  25301

Martin Luther King, Jr


Dr. Martin Luther King, Jr. saw himself as a servant of humanity, and he wanted his life to be remembered as a life of service to others. In this episode, we’ll look at Dr. King’s legacy of service. We’ll explore how his use of nonviolence was not just a political tool, but a way to demonstrate service to others. Join us as we honor the memory of this great American by talking about service.

Your students will:

DISCOVER how Dr. King came to be recognized with a national holiday-and the role that service plays in his special day.

BE INSPIRED by Dr. King’s famous “I Have a Dream” speech at the March on Washington.

MEET famous people who were inspired by Dr. King’s message of nonviolence.

FIND OUT how they can get involved with service opportunities in their own community.

Additional Resources and Articles

Breaking Barriers Lesson Plan

“I Have a Dream” Mobiles Activity

10 Fascinating Facts about the “I Have A Dream” speech

10 Famous Quotes from Dr. Martin Luther King, Jr.

How Martin Luther King, Jr.’s Birthday Became a Holiday

Constitution Daily: The Emotional Copyright Issue over Dr. King’s Speech

Constitution Daily: King’s Indignant Message in “Letter from Birmingham Jail”

Robert “Joey” Wiseman Jr.
Assistant Director
Office of Secondary Learning
Instructional Materials
Social Studies



How do you ensure students get the most out of black history and Black History Month? Here are some suggestions.


Incorporate black history year-round, not just in February. Use the month of February to dig deeper into history and make connections with the past.

Continue Learning. Explore how to provide an in-depth and thorough understanding of black history. Textbooks are notorious for omitting information about the struggles of communities, and what they include is limited, so use the textbook as one of many resources. While exploring multiple resources, allow for opportunities to learn along with your students.

Reinforce to students that “black” history is American history. Make black history relevant to allstudents.

Relate lessons to other parts of your curriculum, so that focusing on a leader, like Fred Shuttlesworth, expands upon rather than diverts from your curriculum. By the time February comes around, the context of the struggle for civil rights and social justice should be familiar to students if you have already addressed such issues across the curriculum.

Connect issues in the past to current issues to make history relevant to students’ lives. For example, ask students to gather information with a focus on what social disparities exist today and how a particular leader has worked to change society.

Include the political and social context of the community’s struggle for social justice. For example, talk about Daisy Bates’ political affiliations and her political ideologies. You see her bravery not as just a personal act but as coming out of community determination.

Stop your “regular” curriculum, to do a separate lesson on Rosa Parks, on the Civil Rights Act or on Martin Luther King Jr. This trivializes and marginalizes anything you are teaching, making these leaders a token of their culture and ethnicity. Students will get the message that the diversion it is not as important as the “regular” curriculum.

Decontextualize heroes or holidays, separating them from the larger social movement or historical place. Great leaders don’t make history all by themselves. For example, if you teach about James Farmer, you must also address the work of the Congress on Racial Equality (CORE) and the Freedom Rides.

Focus on superficial cultural traits based on stereotypes. It’s ok to celebrate black music, but teachers should also explore the political and social contexts that give rise to musical forms like hip hop.

Talk about black history in solely “feel-good” language, or as a thing of the past. This fails to help students examine how racism manifests itself today.

Limit the presentation to lectures and reading. Be sure to allow students an opportunity for discussion and reflection.

Teach with little or inaccurate information. Review resources to make sure they don’t promote a Eurocentric perspective, which may misrepresent historic figures and social movements.

Shy away from controversial, ambiguous, or unresolved issuesShare the real-life experiences about racial realities in developmentally appropriate ways.

Adapted from material by Pat Russo of the Curriculum & Instruction Department at SUNY Oswego.