Preparing for the Kansas Social Studies Assessment Grades 6, 8 and 11. Deb Brown Social Studies Resource Specialist Shawnee Mission School District [email protected] Approved by the Board of Education December 2004. How much time are we spending teaching in the attic? Or
Social Studies Resource Specialist
Shawnee Mission School District
Are we just teaching in the basement?
(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.
(A) compares characteristics of traditional, command, market, and mixed economies on the 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; tenants of each system
Level of Cognitive Demand required by the Indicator: ____
What researched based classroom activities will be used to teach the cognitive demand and concept?
Hold a Socratic seminar debating pros and cons of each market system
What research based reading strategies can you use to teach the indicator?
Create a word wall with vocabulary terms found in reading passages related to each type of market system.
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?
While the idicator may be at the three story intellect the test design takes into account that our students may be only at the first story.
High school will have a large number of questions that involve reading primary documents. Also heavy with graphic organizers and charts
Middle school many charts, graphic organizers.
Political cartoons have been mostly removed.
48 Item Assessment
24 Indicators Pulled from 5th/6th grade
60 Item Assessment
30 Indicators Pulled from the 7th/8th grade
30 Item World Focus Assessment
30 Item United States Focus Assessment
30 Indicators Pulled from a cumulative high school experience
40%Government-Civics, Geography, Economics
35% (A) 50% (A) 65% (A)
65% (K) 50% (K) 35% (K)
(% of time we spend on the various floors of the 3-story intellect)
After 2007-08 school year, districts decide students’ OTL
United States Focus
“End of Opportunity to Learn” without second opportunity
YES No YES No YES No YES
07-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
9th 10th 11th 12th
9th 10th 11th*12th
9th 10th 11th 12th
9th 10th 11th*12th
* Denotes Cohort students for QPA; both parts of high school must be completed before the end of the first semester senior year.
BM1:Geographic Tools & Location
BM2: Places and Regions
BM 3: Physical Systems (science overlap)
BM 4: Human Systems
BM 5: Interaction between Human & Physical Systems
No longer on SS
BM1: rule of law
BM2: shared ideals in society
BM3: responsibilities of leadership
BM4: citizenship/civic participation
BM5: systems of government
at the 8th grade.
9 Weeks of Kansas History
KSA 72- 1117
BM1: limited resources require choices
BM2: market economy
BM3: local, national, and international interdependence
BM4: role of government in the economy
BM5: making effective decisions as consumer, producer, saver, investor and citizen
-Generating & testing hypotheses
-Cues, questions & advanced organizers
-New Deal Programs/FDR
-“Grapes of Wrath”
Formative Summative Assessment
1.What were the causes of the Great Depression in Kansas?
2.What reforms came about during the Great Depression?
3. How do these reforms impact us today?
Causes & Impact of the Great Depression
-impact of the Dust Bowl
-formation of public policy
1. Opportunity cost activity
2. Complete a KWL Chart
3. ABC Founders Chart
Definition: The migration of African Americans to Kansas from the deep south during Reconstruction
Words to help me
Definition: Promoter who encouraged African Americans to migrate to Kansas
Words to help me
188.8.131.52▲ (K) describes the development of Populism in Kansas (e.g., disillusionment with big Eastern business, railroads, government corruption, high debts, and low prices for farmers).
8. In the 1880s, one major reason Kansas farmers supported the Populist movement was because they were upset about increasing
A) monetary inflation.
B) regulation of international trade.
C) railroad shipping costs.
D) government control of big business.
SS.HS.4C.1.7(K) describe why East Asia withdrew into isolationism during a time of European expansion (e.g. Tokugawa Shogunate, end of Great Ming Naval Expeditions)
In fifteenth-century China, wars, economic crises, construction projects, and inefficient government
caused the end of the
A) Manchu dynasty.
B) Portuguese rule of Macau.
C) building of the Great Wall.
D) Great Ming Naval Expeditions.
SS.184.108.40.206(K) Identifies and describes the location, landscape, climate, and resources of early world civilizations (e.g. Mesopotamia, Egypt, India,
8. The ancient civilization of Mesopotamia was located
A) in the Nile River valley.
B) on the Arabian Peninsula.
C) in the Fertile Crescent.
D) on the Indian Subcontinent.