By Jana Kirchner KDE/GRREC SS Network Meeting April 16, 2014.
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Transcript of By Jana Kirchner KDE/GRREC SS Network Meeting April 16, 2014.
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By Jana Kirchner
KDE/GRREC SS Network Meeting
April 16, 2014
Making Connections: C3, EOC, & KCAS
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Brainstorming - When students graduate from your high school social studies department, what skills would you like them to have?
What “texts” do we use to teach social studies?
Graduates with College Career Ready Skills in Social Studies
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What SS skills are targeted in the standards?
KCAS: Literacy in History/SS
ACT Quality Core Process Skills
• C3
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EOC Test Blueprint - U.S. History Reporting Category Percent of
MC Items
Building a Nation (B)
20-30
Rebuilding a Nation (C)
20-30
Challenges at Home and Abroad (D)
20-30
America Since WW II (E)
20-30
Total 100 DOK Levels Percent of MC Items
Level 1 – Recall 20-30
Level 2 – Basic Reasoning
40-50
Level 3 – ComplexReasoning
20-30
Total 100
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The Four Levels of Depth of Knowledge (DOK)
• Level I measures Recall at a literal level.• Level 2 measures a Skill or Concept at an
interpretive level.• Level 3 measures Strategic Thinking at
an evaluative level.• Level 4 measures Extended Reasoning.
Module 3 4
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Requires recall of information such as a fact, term, definition, or a simple procedure
Requires students to demonstrate a rote response or perform a simple procedure
DOK Level 1Recall
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Requires mental processing beyond recall or reproducing an answer
Students must make some decisions about how to approach a problem
Cognitive demands are more complex thanin Level 1
Comparing and interpreting trends or patterns, describing cause/effect; interpret point of view
DOK Level 2 Skill/Concept: Basic
Reasoning
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Requires planning, thinking, explaining, justifying
Cognitive demands are complex and abstract
Develop a logical argument, justify “how” and “why” with evidence; draw conclusions from observations; make connections across time and place
DOK Level 3Strategic Thinking:
Complex Reasoning
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The EOC Assessment Experience
• To get a sense of what students will experience when taking a timed assessment, you will take a sample quiz that includes released EOC items.
http://www.online-stopwatch.com/large-stopwatch/
• Reflecting on the sample questions…
Module 5 1
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Check your answers!
U.S. History1. B2. B3. B4. D5. C6. D7. B8. B9. B10. D
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Types of MC Items
Module 5 5
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Types of MC Items
Module 5 6
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Interpreting Political Cartoons
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Interpreting Political Cartoons
What was the legacy of the era depicted in this nineteenth-century illustration?A. The Emancipation
Proclamation B. Grandfather clauses
and poll taxesC. The Dred Scott v.
Sanford and Plessy v. Ferguson decisions
D. Fugitive slave laws Thomas Nast“Worse Than Slavery”Oct. 24, 1874Harper’s Weekly
Answer BDOK level 3
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Analyzing Multiple Choice Items Standard: Identify the characteristics of social conflict and social change that took place in the early 1920s.
A researcher uses census data from 1900, 1910, and 1920 to identify foreign-born heads of working-class households in Pittsburgh, Pennsylvania. He discovers a high percentage of the same surnames in all 3 censuses. Using this information, he can propose generalizations about which topic?
A. Consumer preferences
B. Health conditions
C. Immigration patterns
D. Leisure activities
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What do you notice about these sample EOC items?
How do you integrate literacy skills into your class?Strategies for teaching a variety of SS texts?Reading and writing like a historian?Text structure in SS? (pp. 241-242)
How do you teach these skills?