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PREPARING FOR THE U.S. HISTORY EOC

PREPARING FOR THE U.S. HISTORY EOC. What Do We Need to Know and Do?. What is the testing schedule?. February 2012 – Districts will be notified which students are selected for the field test April 29-June 1 – Field test testing window April-June 2013 – Baseline testing

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PREPARING FOR THE U.S. HISTORY EOC

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  1. PREPARING FOR THE U.S. HISTORY EOC What Do We Need to Know and Do?

  2. What is the testing schedule? • February 2012 – Districts will be notified which students are selected for the field test • April 29-June 1 – Field test testing window • April-June 2013 – Baseline testing • 2014 – Full implementation

  3. Who takes the test? • Every student who is enrolled in any U.S. history course to receive the required graduation credit. • While the test was developed based on the course description for regular and honors U.S. History, students in AP, IB, and dual enrollment for graduation credit will be required to take the test.

  4. How will this affect AP students? • The test should be easier than AP in that it is all multiple choice. • About 60% of the AP content is the same as the regular and honors content. • AP students will move through the tested content at a much faster pace but will still be required to pass the EOC.

  5. What is on the test? • Test Item Specifications are now available at • http://fcat.fldoe.org/eoc/itemspecs.asp • The test is based on state-adopted course descriptions on the DOE website and on the social studies page on the district web site. • The test is multiple choice, but over 75% of the items are mid and high complexity.

  6. How are questions set up? • Students will need to use several bits of factual knowledge to answer a question OR • Students will use information, often indirectly, given in a visual, a quote, a chart, or a graph to answer a question

  7. What do the questions look like?

  8. U.S. History End-of-Course Assessment SS.912.A.7.11 Sample Item 17 SS.912.A.7.11 Content Focus Globalization • The graph below provides information about world oil supplies in 2007. • How has the relationship between oil reserves, production, and consumption influenced United States foreign policy? • A. The United States maintains military bases in Western European countries. • B. The United States contributes humanitarian aid to Central African countries. • C. The United States is committed to trade relations with Central Asian countries.  D.The United States is interested in maintaining stability in Middle Eastern countries. 56 I U.S History End-of-Course Assessment Test Item Specifications Florida Department of Education

  9. What does a student need to know? • What is OPEC and where are those countries located? • What is foreign policy? • How are oil reserves, production and consumption related to foreign policy?

  10. The political cartoon below depicts President Franklin Roosevelt in 1934. • Source: Public Domain I Library of Congress • Based on the cartoon, how did President Roosevelt want to ease the Great Depression? • A. by expanding the role of government in citizens' lives • B. by expanding the authority of legislative representatives • C. by regulating the stock purchases by individual investors • D. by restricting the spending by government on domestic projects

  11. What does the student need to know? • Who do the figures in the cartoon represent? • What do the letters on the bottles represent? • What is the New Deal and how FDR use it to affect the Great Depression?

  12. U.S. History End-of-Course Assessment SS.912.A.6.1Sample Item 10 SS.912.A.6.1 Content Focus HomeFront • The excerpt below is from an order issued in Florida during World War II. • You are hereby requested to take the following steps to comply with the recent blackout order ... Source: Public Domain / Florida Memory • Why did the state of Florida issue this order? • A. to limit community social activities during the war • B. to conserve scarce energy resources during the war • C. To conceal coastal military operations from German spies  D.to protect coastal settlements from German submarine attacks

  13. What do students need to know? • What is a blackout order? • What is the connection between a blackout in Florida and World War II? • Why was the order issued?

  14. How do we get our students ready? • Increase the analysis of cartoons, pictures, documents, maps, charts, and graphs in teaching. • Incorporate visuals and documents in chapter and unit tests frequently. • Use the DBQ Project materials with students on a regular basis. • Teach to the benchmarks in the course description with frequency and rigor!

  15. Contact Rozy Scott if you have further questions. rozy.scott@polk-fl.net

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