By Jana Kirchner

KDE/GRREC SS Network MeetingApril 16, 2014

Making Connections: C3, EOC, & KCAS

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

What SS skills are targeted in the standards?

KCAS: Literacy in History/SS

ACT Quality Core Process Skills

• C3

EOC Test Blueprint - U.S. History Reporting Category Percent of

MC ItemsBuilding 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 20-30Level 2 – Basic Reasoning

40-50

Level 3 – ComplexReasoning

20-30

Total 100

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

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

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

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

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

Check your answers!U.S. History1. B2. B3. B4. D5. C6. D7. B8. B9. B10. D

Types of MC Items

Module 5 5

Types of MC Items

Module 5 6

Interpreting Political Cartoons

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

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 preferencesB. Health conditionsC. Immigration patternsD. Leisure activities

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?