PRACTICE ACTIVITY
Using the Item Specifications to
Drive Instruction - Steps 1-8
U.S.
End-of-Course Assessment
Step 1: Why
is History
this benchmark
included in this specific
reporting category?
BENCHMARK SS.912.A.3.1
SS.912.A.3.1
American History
Strand
A
Reporting Category
Late Nineteenth and Early Twentieth Century
Standard
3 Industrial Revolution
Analyze the transformation of the American economy and the
changing social and political conditions in response to the Industrial
Revolution.
Step 2: What does this specific
benchmark cover?
Benchmark
Step 3: What does the also
assess benchmark cover?
Also Assesses
Step 4:Review Clarifications
Benchmark
Clarifications
Step 5: Create essential
questions from the benchmark
clarifications.
Content Limits
Step 6: Find a stimuli which
would be appropriate in teaching
this benchmark and why?
Stimulus Attribute
SS.912.A.3.1
Analyze the economic challenges to American
farmers and farmers’ responses to these challenges in the mid to
late 1800s.
SS.912.A.3.6
Analyze changes that occurred as the United States
shifted from agrarian to an industrial society.
Students will analyze and/or explain the causes of the economic
challenges faced by American farmers.
Students will identify strategies used by farmers to address the
economic challenges of the late 1800s.
Items will not require complex application or interpretation of
economic graphs such as supply and demand curves.
Items will be limited to interpretation of broader economic concepts
that should be addressed in historical contexts.
Items addressing the economic changes and challenges faced by
American society (1865–1900) will use historical documents and
other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
Content Focus
These terms are given in addition to those found in the standards,
benchmarks, and benchmark clarifications. Additional items may
Step 7: Use the content focus
include, but are not limited to, the following: agricultural surplus,
for creative classroom word
business monopolies, Cross of Gold, Farmers Alliance, government
walls, researching and
regulation of food and drugs, Grange, Granger laws, Homestead Act
implementing primary source
(1862), industrialization, Interstate Commerce Act (1887), populism,
documents and resources
urbanization.
during instruction and daily
Step 8: Analyzing the sample EOC Question below, which level
lesson planning. What are some
of Depth of Knowledge is it assessing and why? (Low, Moderate
other creative ways to utilize the
or High)
100000394622
content focus
in your
Sample
Item 2
SS.912.A.3.1
Content Focus
Granger laws
instruction?
In the late 1800s, how did railroad monopolies create economic hardships for farmers?
A.
★ B.
C.
D.
22
by claiming productive land for business leaders to develop
by charging high prices to ship agricultural goods to market
by separating farmers from profitable markets in western cities
by isolating farmers from technological developments in eastern cities
| U.S. History End-of-Course Assessment Test Item Specifications
Florida Department of Education