TODAY’S FOCUS
• REVIEW AND DISCUSS BENCHMARKS SS.7.C.1.8, SS.7.C.3.2, AND SS.7.C.3.5
• WHAT DO WE KNOW ABOUT THESE BENCHMARKS RIGHT NOW?
• ITEM SPECIFICATIONS: ISSUES AND CONCERNS
• BREAKING DOWN EACH BENCHMARK
•
•
HOW ARE WE TEACHING THIS NOW?
HOW CAN WE TEACH THIS? A LESSON PLAN EVALUATION
• ASSESSMENT AND THE ITEM SPECS
SS.7.C.1.8
• EXPLAIN THE VIEWPOINTS OF THE FEDERALISTS AND ANTIFEDERALISTS REGARDING THE RATIFICATION OF THE
CONSTITUTION AND INCLUSION OF A BILL OF RIGHTS.
• LET’S SEE WHAT YOU KNOW! PLAY KAHOOT!
• REVIEW OF THE ITEM SPECIFICATIONS
• WHAT ARE KIDS SUPPOSED TO KNOW?
PERSPECTIVES AMONG ATTENDEES
AT THE 1787 CONSTITUTIONAL
CONVENTION
THREE DIMENSIONS:
A. RETAIN THE ARTICLES OF CONFEDERATION WITH SOME
MODIFICATION TO ADDRESS THE CONCERNS THAT WEAKENED
THE ARTICLES OF CONFEDERATION.
B. SUPPORT A RESTRUCTURING OF GOVERNMENT THAT WOULD
SHIFT POWER FROM THE STATES TO A SHARED POWER SYSTEM
BETWEEN THE NATIONAL AND STATE GOVERNMENTS.
C. SUPPORT RETURNING TO STATUS AS BRITISH SUBJECTS.
THE DOMINANT CONFLICT
THE DOMINANT CONFLICT AT THE CONVENTION WAS BETWEEN THE FEDERALISTS
(THOSE SUPPORTING A NEW FEDERAL SYSTEM) AND THE ANTI-FEDERALISTS
(THOSE WHO WANTED TO RETAIN THE STRUCTURE OF THE ARTICLES OF
CONFEDERATION).
ONE OF THE KEY DIMENSIONS OF CONFLICT WAS WHETHER THE NEW FEDERAL
CONSTITUTION SHOULD INCLUDE A LISTING OF RIGHTS THAT PROTECTED
INDIVIDUALS FROM GOVERNMENT ABUSE OF POWER. THE RESOLUTION OF THIS
CONFLICT WAS ACHIEVED WITH THE BILL OF RIGHTS.
KEY ARGUMENTS OPPOSING THE
NEW FEDERAL CONSTITUTION
THE GROUP THAT OPPOSED THE NEW FEDERAL CONSTITUTION WAS CALLED THE
ANTI-FEDERALISTS, WHO BELIEVED:
THE CONSTITUTION GAVE TOO MUCH POWER TO THE NATIONAL GOVERNMENT AT
THE EXPENSE OF THE STATE GOVERNMENTS.
THE CONSTITUTION LACKED A SPECIFIC ENUMERATION OF RIGHTS WHICH WAS
NEEDED IN ORDER TO PROTECT THE PEOPLE FROM THE NATIONAL GOVERNMENT.
THE “NECESSARY AND PROPER” CLAUSE (ALSO CALLED THE “ELASTIC CLAUSE”)
GAVE TOO MUCH POWER TO CONGRESS.
THE ADDITION OF A BILL OF RIGHTS
AS COMPROMISE
THE MOST EFFECTIVE ARGUMENT PRESENTED BY THE ANTI-FEDERALISTS WAS THE
LACK OF A SPECIFIC ENUMERATION OF RIGHTS. AMERICANS FEARED THAT THE
NEWLY FORMED AND EMPOWERED NATIONAL GOVERNMENT MIGHT WITHHOLD
THOSE RIGHTS.
THE LACK OF A BILL OF RIGHTS BECAME THE CENTERPIECE OF THE ANTIFEDERALISTS’ ARGUMENTS AGAINST THE NEW FEDERAL CONSTITUTION.
SS.7.C.3.2
• COMPARE PARLIAMENTARY, FEDERAL, CONFEDERAL, AND
UNITARY SYSTEMS OF GOVERNMENT.
• LET’S SEE WHAT YOU KNOW! PLAY KAHOOT!
• REVIEW OF THE ITEM SPECIFICATIONS
• WHAT ARE KIDS SUPPOSED TO KNOW?
COMPARING GOVERNMENT SYSTEMS:
UNITARY AND FEDERAL
System of Government
Unitary
Federal
Definition
The Role of the Citizen in
Selecting Political Leaders
a system of government where None; in unitary systems, the
almost all power is located with head of the government comes
the central government
to power through heredity/birth
or military leadership.
A system of government where Citizens elect legislators,
power is shared between a
executives and some judges
central government and states
through direct elections.
COMPARING GOVERNMENT SYSTEM:
PARLIAMENTARY AND CONFEDERAL
System of Government
Definition
Role of the Citizen in
Selecting Political Leaders
Parliamentary
a system of government where
power lies with the legislative body
and the leader of the country is part
of the legislature
Citizens elect political leaders
indirectly through political parties.
In these types of elections, citizens
express their party preference, and
the party chooses who will represent
that party in the government.
Confederal
a system of government where
power is located with the
independent states and there is little
power in the central government
Citizens elect legislators, executives
and some judges through direct
elections.
SYSTEMS OF GOVERNMENT SCENARIOS
Name of
Nation
Symbol of Nation
System Description
Argentina
Argentina’s government has an elected
president, National Congress and Supreme
Court. Argentina also has provinces, or states,
that have their own constitutions and
executive, legislative, and judicial branches.
The central government and provinces share
power in Argentina.
European Union
The European Union is a partnership between
27 European countries. Everything that
happens between partner countries is based on
treaties that are voluntarily agreed upon by all
members.
SYSTEMS OF GOVERNMENT SCENARIOS
Name of
Nation
Symbol of Nation
System Description
New Zealand
In New Zealand the government is centered around
the legislature and prime minister. The prime
minister is the leader of the political party that has
the majority of seats in the legislature. All members
of the prime minister’s Cabinet must be members of
the legislature.
Japan
Japan’s government is organized with a strong,
central government, comprised of a legislative
branch called the Diet and an executive branch led
by a prime minister and ministers of state. In Japan
there are 47 prefectures, or states, however the
prefectures are not independent and rely on the
central government for funding.
SS.7.C.3.5
•EXPLAIN THE CONSTITUTIONAL AMENDMENT PROCESS.
•LET’S SEE WHAT YOU KNOW! PLAY KAHOOT!
•REVIEW OF THE ITEM SPECIFICATIONS
•WHAT ARE KIDS SUPPOSED TO KNOW?
THE CONSTITUTIONAL AMENDMENT PROCESS
A LESSON PLAN EVALUATION
• LET’S LOOK AT A SAMPLE LESSON!
• SPEND A FEW MINUTES WITH A LESSON.
•
•
•
HOW DOES IT APPROACH THE BENCHMARK?
WHAT STRENGTHS AND WEAKNESSES DO YOU SEE IN THE LESSON?
•
•
HOW WOULD YOU ADAPT IT FOR YOUR CLASSROOM AND STUDENTS?
HOW MIGHT IT BE MODIFIED TO MEET DISTRICT EXPECTATIONS?
HOW DOES THE LESSON COMPARE TO HOW YOU ARE TEACHING BENCHMARK NOW?
HOW ABOUT ASSESSMENT?
“Are the parameters of the assessment
reasonably similar to the parameters of
the instruction?”
DEPTH OF KNOWLEDGE
LEVEL 1 RECALL
RECALL OF A FACT, INFORMATION, OR PROCEDURE.
LEVEL 2 SKILL/CONCEPT
USE INFORMATION OR CONCEPTUAL KNOWLEDGE, TWO OR MORE STEPS, ETC.
LEVEL 3 STRATEGIC THINKING
REQUIRES REASONING, DEVELOPING PLAN OR A SEQUENCE OF STEPS, SOME COMPLEXITY,
MORE THAN ONE POSSIBLE ANSWER.
LEVEL 4 EXTENDED THINKING
REQUIRES AN INVESTIGATION, TIME TO THINK AND PROCESS MULTIPLE CONDITIONS OF
THE PROBLEM.
17
Examples of Social Studies Activities Across Cognitive Complexity Levels
Low Complexity
Moderate Complexity
High Complexity
● Identify or recall common
historical events, actions,
personalities, or concepts
● Apply or infer cause and
effect relationships
● Solve or predict the outcome
of a problem
● Use a chart, table, diagram,
graph, or image to recall or
recognize information
● Identify outcomes of
particular cause and effect
relationships
● Generalize or draw
conclusions when presented
with historical information
● Identify characteristics of a
particular group, place, or
event
● Identify the significance of
historical events, actions,
personalities, or concepts
● Provide justification for
events, actions, or issues in
history
● Categorize historical
people, places, events, or
concepts
● Predict a long-term result,
outcome, or change within
society
● Determine the relationship
between historical events,
actions, personalities, or
concepts
● Analyze how changes have
influenced people or institutions
● Explain historical
problems, patterns, or issues
● Recognize and explain
historical misconceptions
● Analyze similarities and
differences
Low Complexity
Level 1 is the recognition or recall of information
such as a fact, definition, term, or a simple
procedure.
The student either knows or doesn’t know the
answer. The answer does not involve critical
thinking or analysis.
•
THE CARTOON BELOW WAS PUBLISHED AROUND THE TURN OF THE 20TH CENTURY.
• WHAT IMPORTANT ISSUE IS THE CARTOON ADDRESSING?
a)
b)
c)
d)
THE IMPORTANCE OF CHILDCARE
THE RIGHT OF WOMEN TO SUFFRAGE
THE RIGHT OF WOMEN TO WORK
THE IMPORTANCE OF THE FATHER
IN THE CLASSROOM
MODERATE COMPLEXITY
•LEVEL 2 INCLUDES THE ENGAGEMENT OF SOME MENTAL PROCESSING BEYOND
RECALLING OR REPRODUCING A RESPONSE.
• A LEVEL 2 ASSESSMENT ITEM REQUIRES STUDENTS TO MAKE SOME DECISIONS AS
TO HOW TO APPROACH THE PROBLEM OR ACTIVITY, WHEREAS LEVEL 1 REQUIRES
STUDENTS TO DEMONSTRATE A ROTE RESPONSE.
• OTHER LEVEL 2 ACTIVITIES INCLUDE MAKING OBSERVATIONS AND COLLECTING
DATA; CLASSIFYING, ORGANIZING, AND COMPARING INFORMATION; AND
IDENTIFYING CAUSE AND EFFECT RELATIONSHIPS.
THE PICTURE BELOW WAS PUBLISHED AROUND THE TURN OF THE 20TH CENTURY.
•
WHAT IMPACT DOES THE CARTOON SUGGEST FEMALE SUFFRAGE
WILL HAVE ON THE UNITED STATES?
a)
b)
c)
WOMEN SUFFRAGE WILL ALLOW MORE WOMEN TO WORK.
d)
WOMEN SUFFRAGE WILL PROVIDE MORE MEN NEW
OPPORTUNITIES IN THE HOME.
WOMEN SUFFRAGE WILL INCREASE THE SIZE OF FAMILIES.
WOMEN SUFFRAGE WILL HAVE A NEGATIVE IMPACT ON
TRADITIONAL GENDER ROLES.
IN THE CLASSROOM
HIGH COMPLEXITY
•
LEVEL 3 REQUIRES REASONING, PLANNING, USING EVIDENCE, AND A HIGHER LEVEL
OF THINKING THAN THE PREVIOUS TWO LEVELS.
•
ACTIVITIES THAT REQUIRE STUDENTS TO MAKE CONJECTURES OR PREDICTIONS ARE
ALSO AT THIS LEVEL.
•
•
THE COGNITIVE DEMANDS AT LEVEL 3 ARE COMPLEX AND ABSTRACT.
LEVEL 3 ACTIVITIES INCLUDE DRAWING CONCLUSIONS FROM OBSERVATIONS;
AND CITING EVIDENCE AND DEVELOPING A LOGICAL ARGUMENT FOR CONCEPTS.
THE CARTOON BELOW WAS PUBLISHED AROUND THE TURN OF THE 20TH CENTURY
•
ACCORDING TO THE CARTOON, WHAT CONCLUSION CAN BE DRAWN
CONCERNING FEMALE SUFFRAGE IN THE EARLY 20TH CENTURY?
a) IT WAS AN ISSUE THAT RAISED CONCERN OVER TRADITIONAL GENDER
ROLES
b) IT WAS AN ISSUE THAT AMERICANS FELT COULD BE EASILY ADDRESSED
c) IT WAS AN ISSUE THAT IMPACTED ONLY A SMALL MINORITY OF
CITIZENRY
d) IT WAS AN ISSUE THAT AMERICANS SAW AS UNWORTHY OF CONCERN
OR DISCUSSION
IN THE CLASSROOM
WHAT ABOUT LEVEL 4?
•HOW DO WE GET TO THE HIGHEST ORDERS OF
THINKING IN OUR CLASSROOMS?
•EXAMPLES?
How does cognitive complexity
relate to item difficulty?
Who became commander of the
Continental Army in 1775?
A.
B.
C.
D.
Paul Revere
Benedict Arnold
Charles Cornwallis
George Washington
These are the times that try men's souls. The
summer soldier and the sunshine patriot will,
in this crisis, shrink from the service of their
country …
Who wrote these lines?
A.
B.
C.
D.
Thomas Jefferson
Samuel Adams
Thomas Paine
John Adams
HIGHLIGHTS: HOW SHOULD YOU
CONSTRUCT AN ITEM?
•
•
•
•
•
•
READING GRADE LEVEL APPROPRIATE (EXCEPT FOR DISCIPLINE AREA TERMS OR CONCEPTS)
ONLY ONE CORRECT ANSWER. AVOID OVERUSE OF MOST LIKELY OR BEST.
TEST ITEMS USING THE WORD NOT SHOULD USE ALL CAPITAL LETTERS (NOT). AVOID OVERUSE.
PLAUSIBILITY IN DISTRACTORS. AVOID CLUING IN DISTRACTOR OR STEM.
PARALLELISM
NONE OF THE ABOVE, ALL OF THE ABOVE, NOT HERE, NOT ENOUGH INFORMATION, CANNOT BE
DETERMINED
LET’S DO IT TOGETHER
• IN SMALL GROUPS OF 2 TO 3, CREATE ONE LOW COMPLEXITY ITEM OR ACTIVITY,
AND THEN TURN THAT LOW ITEM OR ACTIVITY TO MODERATE AND THEN TO HIGH
COMPLEXITY FOR ONE OF THE THREE BENCHMARKS WE LOOKED AT TODAY.
REMEMBER TO USE YOUR ITEM SPECIFICATIONS AND HANDOUT OF ACTIVITIES!
POST YOUR QUESTIONS ON THE GOOGLEDOC AT HTTP://BIT.LY/1EY88K3
• PEER REVIEW:
• PROVIDE FEEDBACK ON THE QUESTIONS THAT YOUR PEERS POSTED.
• REVISE ONE ITEM BASED ON FEEDBACK.
USEFUL RESOURCES
• FLORIDA JOINT CENTER FOR CITIZENSHIP (FLORIDACITIZEN.ORG)
• DOE TUTORIAL SITE (HTTP://WWW.FLORIDASTUDENTS.ORG/#32|6|4504|0)
• ESCAMBIA REVIEW SITE (HTTP://WWW.ECSDFL.SCHOOLLOOP.COM/CIVICS)
QUESTIONS? COMMENTS? JOYS?
CONCERNS? 