MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01C752D7.4E8CE010" This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. Please download a browser that supports Web Archive, such as Microsoft Internet Explorer. ------=_NextPart_01C752D7.4E8CE010 Content-Location: file:///C:/C95A9D69/SocialStudiesDOKPartII.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Table 1: Applying Webb’s Depth of Knowledge Levels for Social Studies –

Table 1:  Applying Webb’s Depth of Knowledge Levels for Social Studies –=

(Adapted from Karin Hess, Center = for Assessment/NCIEA by the

Kentucky Depart= ment of Education, 2005)

Webb’s DOK Levels

Recall &

Reproduction

(DOK 1)

Skills &

Concepts/Basic<= /o:p>

Reasoning=

(DOK 2= )

Strate= gic Thinking/

Complex Reasoning

(DOK 3= )

Extend= ed Thinking/

Reason= ing

(DOK 4= )

 

·         Identify who, when, what where, and why

·         Recall facts, terms, concepts, trends, generalizations= and theories

·         Use a variety of tools

·         Recognize or identify specific information contained in graphics.

·         Identify specific information in ma= ps, charts, tables, graphs or drawings

·         Define

·         Identify cause and effect

·         Describe (recall, recite or reproduce information)

·         Identify purposes

·         Describe or explain how or why

·         Give an example

·         Describe and explain issues and problems, purposes, patterns, sources, reasons, cause and effect, multiple causation, significance or impact, relationships, points of view or processes

·         Compare/contrast people, places, events, purposes, and concepts

·         Classify, sort items into meaningful categories

·         Convert information from one form to another

·         Use concepts to solve problems

·         Use evidence to justify

·         Propose and evaluate solutions to problems<= /span>

·         Recognize and explain misconceptions=

·         Cite evidence and develop a logical argument for conce= pts

·         Reason and draw conclusions

·         Disseminate among plausible answers<= /p>

·         Analyze similarities and differences in issues and problems

·         Apply concepts to new situations

·         Make connections across time and place to explain a concept or big idea

·         Recognize and explain patterns

·         Make and support decisions

·         Evaluate effectiveness and impact

·         Connect and relate ideas and concepts within the conte= nt area or among content areas

·         Examine and explain alternative perspectives across a variety of sources

·         Describe and illustrate how common themes and concepts= are found across time and place=

·         Make predictions with evidence as support

·         Develop a logical argument

·         Plan and develop solutions to problems

·         Analyze and synthesize information from multiple sourc= es

·         Complex reasoning with planning, investigating or developing that will most likely require an extended period of time-must require applying significant conceptual understanding and higher-order thinking

·         Apply and adapt information to real-world situations

·         Participation in simulations and activities requiring higher-level thinking (e.g., Mock Trial, Mock Congress, Project Citizen)

 

Core Content statements are identified with a Depth of Knowledge (DOK) levels. T= his level represents the highest level (ceiling) that items will be designed for the Kentucky Core Content Test.

 

It is important to note, however, that items will also be developed below the ceiling level. Table 2 provides three examples of social studies core conte= nt statements with different “ceilings,” that is, the highest DOK Level at which an item could be assessed. Table 2 also indicates the other = DOK levels at which an item could be assessed.

 

Table 2:  Depth of Knowledge Samp= le Chart -

Using the Same Content Statement Across DOK levels/Grade spans

(Kentucky Department of Education, 2005)

SS-05-1.1.1 Students will identify and explain the basic purpose of the U.S. Governme= nt as defined in the Preamble to the U.S. Constitution (establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, secure the blessings of liberty to ourselves and our posterity). DOK 2<= /p>

Webb’s DOK Levels

Recall & Reproduction

(DOK 1)

Skills and Concepts/Basic Reasoni= ng

 (DOK 2)

Strategic Thinking/ Complex Reaso= ning

 (DOK 3)

Extended Thinking/Reasoning<= /o:p>

(DOK 4)

List the basic purposes of government in the United States (as stated in the Preamble to the United States Constitution).

Explain how the Preamble defines the basic purpose of the U.S. Government.

Explain and give supporting evidence of how the U.S. Government:

·         Establishes justice

·         Ensures domestic tranquility

·         Provides for the common defense

·         Promotes the general welfare

·         Secures the blessings of liberty to ourselves and our posterity

&= nbsp;

&= nbsp;

 

Table 2:  Depth of Knowledge Sample Chart = -

SS-06-= 1.1.1 Students will compare purposes and sources of power in the most common fo= rms of government (monarchy, democracy, republic, dictatorship) in the present day.  DOK 2

Define= :

·         Monarchy

·         Democracy

·         Republic

·         Dictatorship

&= nbsp;

Compare the purposes and sources = of power for these present day forms of government:

·         Monarchy

·         Democracy

·         Republic

·         Dictatorship

 

Using the Preamble to the U.S. Constitution, analyze the differences between the purposes of governmental power in the United States as opposed to a count= ry ruled by a dictator (e.g.,

Cuba, North Korea).

Using multiple sources, research

and pr= edict how each of the following

presen= t day governments might resolve

a real= -world problem/issue and

suppor= t your prediction.

·         Monarchy

·         Democracy

·         Republic

·         Dictatorship

* Teac= her would provide real

world problem/s.=


 

Table 2:  Depth of Knowledge Sample Chart = -

SS-HS-= 1.1.1 Students will compare and contrast (purposes, sources of power) various f= orms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security, and accomplishing common goals. DOK 3<= /o:p>

Identify the purposes and sources of power in the following:

·         Monarchy

·         Democracy

·         Republic

·         Dictatorship

&= nbsp;

Explain the similarities and differences between monarchies, democracies, republics, and dictatorships= in terms of their purposes and sources of power.

 

Citing evidence, evaluate monarchies, democracies, republics, and dictatorships = in terms of their effectiveness in establishing order, providing security, a= nd accomplishing

common goals.

Given a real-world problem that

affects the global community

(e.g., human rights, trade

imbalance), research and explain

how different governments have

responded to these issues. 

Using multiple viewpoints,

analyze their effectiveness.  <= /o:p>

Table 3:  Depth of Knowledge Sample Chart= -

Using Same Verb Across DOK Levels and Grade Spans

(Kentucky Department of Education, 2005)

Social Studies

Core Content Statement=

Ceiling

Recall &

Reproduction

(DOK 1)

Skills & Concepts
/Basic Reasoning
(DOK 2)

Strategic Thinking/Complex Reasoning
(DOK 3)

Extended Thinking/Reasoning<= /o:p>

(DOK 4)

SS-05-1.1.1 Students will describe the basic functions of the United States Governmen= t as defined in the Preamble to the U.S. Constitution (to establish justice, to ensure domestic tranquility, to provide for the common defense, to promote the general welfare, to secure the blessings of liberty) and explain their significance today. DOK 3

3=

 

Explain how the U.S Government functions, as defined by the Preamble to the Constitution.

Using examples to justify your answer, explain the powers of government establi= shed by the Preamble to the United States Constitution and why these powers are still significant today.

Using multiple sources, research how the U.S. Government has used its powers (as defined by the Preamble to the Constitution) over time, and explain, thro= ugh a class presentation, the significance of these actions.

SS-08-1.1.1 Students will compare purposes and sources of power in the most common fo= rms of government (monarchy, democracy, republic). DOK 2

2=

 

Explain how the purposes and sources of power differ in a monarchy vs. a democrac= y.

Explain how the relationship between sources of power and the role of citizens differs in democracies vs. monarchies, and cite examples to support your answer.

&= nbsp;

SS-HS-1.1.1 Students will compare and contrast (purposes, sources of power) various f= orms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security, and accomplishing common goals. DOK 3

3=

 

Explain how the purposes and sources of power differ among democracies, monarchie= s, and dictatorships.

Explain how effective democracies, monarchies, and dictatorships have been in establishing order, providing security, and accomplishing common goals, a= nd cite examples to support your answer.

Using multiple sources, research a government and explain its effectiveness over time in establishing order, providing security, and accomplishing common goals.  Cite examples to sup= port your answer.

 

 

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Support Materials for CCA Version 4.0 – Social Studies

DRAFT February 2006

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