By Jana Kirchner
KDE/GRREC SS Network Meeting
April 16, 2014
 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?
 KCAS: Literacy
in History/SS
 ACT Quality
Core Process
Skills
• C3
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 – Complex
Reasoning
20-30
Total
100
• 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
DOK Level 1
Recall
 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 2
Skill/Concept: Basic
Reasoning
 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 than
in Level 1
 Comparing and interpreting trends or patterns,
describing cause/effect; interpret point of view
DOK Level 3
Strategic Thinking: Complex
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
• 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
U.S. History
1. B
2. B
3. B
4. D
5. C
6. D
7. B
8. B
9. B
10. D
Module 5
5
Module 5
6
What was the legacy of the era
depicted in this nineteenthcentury illustration?
A. The Emancipation
Proclamation
B. Grandfather clauses and poll
taxes
C. The Dred Scott v. Sanford
and Plessy v. Ferguson
decisions
D. Fugitive slave laws
Thomas Nast
“Worse Than Slavery”
Oct. 24, 1874
Harper’s Weekly
Answer B
DOK level 3
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
 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)