18. cognitive demand main concept
(K) describes the reasons for the Exoduster movement from the South to
Kansas (e.g., relatively free land, symbol of Kansas as a free state, the rise
of Jim Crow laws in the South, promotions of Benjamin “Pap” Singleton.
embedded concepts
19. Deconstructing the Indicator
Indicator:
Main Concept(s): Embedded Concept(s):
Three Story Intellect What researched based classroom activities will be used to
GATHER (1) PROCESS (2) APPLY (3)
-describes -compares -evaluates
teach the cognitive demand and concept?
-recalls -contrasts -imagines
-tells -interprets -predicts
-lists -explains -speculates
how/why
-identifies -hypothesizes
-classifies
-defines -generalizes
-cause/affect
-recognizes -concludes What research based reading strategies can you use to teach the
-infers
-knows -problem solves indicator?
-distinguishes
-observes -uses
What assessment questions will you ask to see if students have mastered the cognitive
demand and knowledge? Does this assessment question match the cognitive demand
category?
20. Deconstructing the Indicator
(A) compares characteristics of traditional, command, market, and mixed economies on the
Indicator: basis of property rights, factors of production and locus of economic decision making (e.g.,
what, how, for whom).
Main Concept(s): Embedded Concept(s):
Impact of economic systems;
•Owner v. worker; market policies; lotus of control;
tenants of each system
Level of Cognitive Demand required by the
2 What researched based classroom activities will be used to
GATHER (1) PROCESS (2) APPLY (3) teach the cognitive demand and concept?
-describes -compares -evaluates
-recalls -contrasts -imagines Hold a Socratic seminar debating pros and cons of each market
-tells -interprets -predicts system
-lists -explains -speculates
how/why
-identifies -hypothesizes What research based reading strategies can you use to teach the
-classifies indicator?
-defines -generalizes
-cause/affect
-recognizes -concludes Create a word wall with vocabulary terms found in reading
-infers passages related to each type of market system.
-knows -problem solves
-distinguishes
-observes -uses
What assessment questions will you ask to see if students have mastered the cognitive
demand and knowledge? Does this assessment question match the cognitive demand
category?
Performance Assessment: Create political cartoons that humorously depict two of the economic systems.
Formative: which statement best exemplifies a command economy?
21. Five levels of performance
• Exemplary
• Exceeds Standards
• Meets Standards
• Approaches Standards
• Academic Warning
30. Perceived purpose
Measure individual students
Measure individual teachers
31. Perceived purpose
Measure individual students
Measure individual teachers
Original purpose
Measure district ability to improve student
learning
Encourage focus on standards
35. All students in 6th / 8th / 11th
grade will take assessment
• General Assessment
• General Assessment with
Modifications
• Alternate Assessment
• KAMM
36. All students in 6th / 8th / 11th
grade will take assessment
• General Assessment
• General Assessment with
Modifications
• Alternate Assessment
• KAMM
37. Assessment will consist of Multiple
Choice / Single correct answer
questions
Civics/Gov 15%
Economics 15%
Geography 15%
All History Areas 50%
39. 6th Grade
24 tested indicators / 48 questions
Civics/Gov 8 questions
Economics 8 questions
Geography 8 questions
All History Areas 24 questions
40. 8th Grade
30 tested indicators / 60 questions
Civics/Gov 10 questions
Economics 10 questions
Geography 10 questions
All History Areas 30 questions
41. High school
30 tested indicators / 60 questions
Civics/Gov 10 questions
Economics 12 questions
Geography 10 questions
All History Areas 28 questions
42. High school
Two assessments
• US & Kansas focus
• World focus
• 30 questions per assessment
• Can give as one test
46. Questions will assess
• Knowledge base
“recognize & recall”
• Application base
“interpret, analyze, problem solve,
make informed decisions, & impact
civic participation”
47. . . . at different percentages
Knowledge Application
6th grade 65% 35%
8th grade 50% 50%
High School 35% 65%
48. • Four forms of test at each grade
level
• More primary sources at every
level
• More graphic organizers
• Focus on global economics
74. Future
May take test only once
• Score probably travels with student if
banked
• “Traveling” score will probably NOT
count for QPA or Standard of
Excellence
75. Future
• Will probably count for
participation
• “Mobility” issues are being
discussed / final guidelines out in
May 2008
88. G r ade F oc us
K Self
1 Families
2 Then and Now (Past and Present)
3 Communities (Local History )
4 Kansas and Regions of the United States
5 United States History (Beginnings to 1800)
6 World History (Ancient and Medieval
C i v i l i z ati o ns )
7 Semester 1 – World Geography
Semester 2 – Kansas History and
G o v e r n m e nt
8 United States History (1800 – 1900)
High Schoo l World History (Re n a is sa n c e to present)
-and -
United States History with Kansas History
integrated into coursework (1900 to
present)
-and-
Civics-Governmen t
89. “Was the New
Deal really
new?”
“How does where “Why are some
we live impact The Great Depression people poor and
who we are?” others rich?”
“Can the
government
really impact
society?”
90. History “Was the New Geography
• leaders • drought
Deal really
• New Deal • soil conservation
• “Grapes of Wrath”
new?” • migration
“How does where “Why are some
we live impact who The Great Depression people poor and
we are?” others rich?”
Government “Can the Economics
• social reforms government • supply/demand
• public policy really impact • subsidies
• “court packing” society?” • welfare
91.
92. Use KSDE Social Studies
page
www.ksde.org
Flip charts,
resources,
standards,
assessment info
93. Use Flip Charts
to align
instructional
Bloom’s levels
to indicator
levels
94. • Focus on verbs in indicators / what
are kids’ brains doing?
• Primary sources
• Mental maps / Google Earth
• Word walls
