Evaluating Source Dependent Questions on
the Draft Prototype Global History CC Regents
DATAG
Randy Simmons
December 9, 2016
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All Tasks are Source Based
Multiple Choice Tasks Use a Source for Tasks at
2 or 3 Levels of Difficulty
Short Constructed Response Questions Require
Students to Use a Source or Set of Sources to –
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Identify historical or geographic context
Evaluate the purpose or point of view of a source and
the impact on the source as evidence
Use multiple sources to evaluate cause and effect
issues or take a claim on a “turning-point” issue.
Extended Responses Require the Use of Sources
to Develop a Claim Related to an Enduring Issue
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1.
2.
In Teams Review either a source with Multiple
Choice Questions or Short Constructed Response
Questions and look for the following How do the question sets (or the essay)
require the student to use the source at
different levels of understanding?
Which questions are very easy simple
understandings and which are more
difficult applications of the concepts?
The Central Foundation of Content
New Framework’s Key Ideas and Conceptual
Unit Standards
Brown, 2016
Stimulus Based Tasks and Social
Studies Practices
Chronological Reasoning and
Causation
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Causal Relationships Chronological Reasoning
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Students need to
explain how different
events are related
across time.
Students need to be
able to identify causes
of historical events,
current events, and
identify, analyze, and
evaluate the relationship
of multiple causes and
effects.
Students need to
distinguish between
immediate and long
term causes.
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Students need to understand
timelines and measurement
of time.
Students need to recognize,
analyze and evaluate the
dynamics of historical
continuity over periods of
time.
Students need to recognize
that periodization affects the
narrative, and know the
models of historical
periodization.
Students need to recognize
patterns of continuity and
change to history and themes
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(think enduring issues)
Comparison and
Contextualization
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Comparison
Issues
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Students need to
identify regions by
multiple
characteristics.
Students need to
compare multiple
perspectives on
issues.
Students need to be
able to describe and
compare and
evaluate multiple
historical
developments.
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Contextual
Understandings
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Students need to describe the
relationship between
geography, economics and
history contexts for events.
Students connect historical
developments to specific
circumstances of time, place,
region and nation.
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Stimulus Based Questions
Understanding Key Ideas and Themes
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Key Ideas are the foundation of the New
Framework
Key Ideas Bridge Different Periods
and Places
“Connections” are essential
There are 10 Major Themes Across All
Grade Levels
Think of them as the BIG IDEAS, the
issues or ‘lenses’ through which all Social
Studies is taught.
10
Webb’s Depth-of-Knowledge Levels
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DOK-1 – Recall & Reproduction - Recall of a fact,
term, principle, concept, recognize details or use a detail to
solve a routine problem
DOK-2 - Basic Application of Skills/Concepts -
Use of information, conceptual knowledge, draw meaning by
using text context or structure, use meaning and intent to
solve a problem, select appropriate procedures for a task,
two or more steps with decision points along the way,
organize/display data, interpret/use simple graphs
DOK-3 - Strategic Thinking - Requires reasoning,
developing a plan or sequence of steps to approach a
problem; requires decision-making and justification; usually
requires compare and contrast of multiple sources as
evidence to support decision making, abstract, complex, or
non-routine; often more than one possible answer
DOK-4 - Extended Thinking - An investigation or
application to real world; requires extended time to research,
problem-solve, and process multiple conditions of the
problem or task; non-routine manipulations across
disciplines/content areas/multiple sources
*Webb, 2005
What Do We Mean by DOK
Levels?
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DOK is a language system or rubric that
helps us differentiate between and among
levels of content complexity
DOK Levels are levels of content
complexity.
Content complexity and DOK levels are a
continuum, so some content and tasks can
include characteristics of two DOK levels.
DOK Levels refer to complexity but do not
indicate difficulty or relative importance.
DOK-1 – Recall & Reproduction
Recall of a fact, term, principle, or
concept
 Locate Content Details or Key Ideas
 Apply Content Details or Key Ideas in
a routine procedure
 Analyze Content Details or Key Ideas
to Select Most Relevant Information
 Use Content Details or Key Ideas to
Draw Conclusions
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Standard = 8.9 Post War Civil Rights Movement and Leaders
DOK Level = 1 (Recall)
Difficulty = E (Entry Level)
The Common Core Shift
DOK-2 - Basic Application of
Skills/Concepts
Understand conceptual meaning in
written, historical or geographic
context
 Select appropriate ideas and
procedures to solve a problem
related to a specific context
 analyze sources to identify point of
view or purpose
 Use the author’s intent to interpret
the impact on the source as evidence
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Standard = 8.6b – Impact of WWII on the United States
DOK Level = 2 (Analyze – Draw Conclusions
Difficulty = CR (College Ready Level)
DOK-3 - Strategic Thinking
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Requires reasoning to generalize
connections between Key Ideas
Requires some decision-making and
justification of how and why related to
cause and effect relationships
Abstract, complex, or non-routine tasks
that may have more than one solution
depending on the sources used and the
argument made
Integration of evidence from multiple
sources to support reasoning
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Constructed Response Question
What were the positive
effects of the New Deal?
Use three of the four
provided sources to identify
two or more positive effects
of the New Deal.
Standard = 8.5 – New Deal Social and Economic Impacts
Justify your reasoning for
DOK Level = 3 (Evaluate – Justify claims with relevant evidence)
why they were positive
Difficulty = D (Distinction Level)
effects?
Assessment Items Characteristics
and DOK
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Question Stem Characteristics
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DOK 1 -> What, Where, Who, Find, Locate
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DOK 2 -> Why or why not, Organize, How, Compare
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DOK 3 -> Imply, generalize, explain, justify, analyze
Contextual Understanding Required
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DOK 1 -> Little or None
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DOK 2 -> Relevant Contexts to Deep Use of Structure
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DOK 3 -> Generalize about Multiple Contexts to Contrast
Applications
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DOK 1 -> Routine or None
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DOK 2 -> Routine to Context Specific
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DOK 3 -> Non-Routine, Hypothetical, Verify and Justify
Multiple Choice Questioning Using
Sources or Stimuli
Multiple Choice Questioning –
Recognizing a Key Idea
Multiple Choice Questioning Scaffolded
Short Constructed Response
Constructed Response Sets
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Question 1 is about context, either
historical or geographic
Question 2 is about sourcing and the
factors associated with sourcing, as well as
the reliability of that source.
Question 3 is about the relationship
between the two documents; this can be
about either causation, a turning point, or
a comparison
Short Constructed Response Sets
Short Constructed Response Sets
Short Constructed Response Sets #2
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Question 2
A.
B.
Using document 2, identify Dr.
Tatsuichiro Akizuki’s purpose for
writing this account.
Explain how his purpose affects
document 2 as a reliable source of
evidence.
Short Constructed Response Sets #3
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Question 3
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A turning point is a significant event, idea or
historical event that brings about change. It
can be local, regional, national or global.
Identify a turning point associated with the
events or ideas found in these documents
and explain why it is a turning point.
Extended Constructed Response
Enduring Issues Essay
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Students will be presented with 5 source
documents that include the following –
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1 document related to framework key ideas 10.1 to
10.6
2 documents related to framework key ideas 10.7 to
10.10
At least 1 document will be visual.
More than one enduring issue will be found in each
document.
Student will identify and define an enduring issue
found within the provided documents and argue
why the issue is enduring.
Writing Source Based Questions in
Teams
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In Teams – Do The Following
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Select One Source Provided and
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Write 2 DOK 1 Questions that requires the
student to identify Key Ideas, developments or
associated individuals. Make your questions at
two levels of difficulty.
Write 1 DOK 2 Questions that require the
student to use the historical or geographic
context to understand meaning (both historical
and text context).
Write 1 DOK 2 Question that requires the
student to evaluate the point of view or purpose
of different actors evaluate the impact on the
source as evidence.
Questions?
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Thank You
Randy Simmons
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