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Overview of the United States History EOC AssessmentLevel 1—Recall of InformationLevel 1 generally requires that you identify, list, or define. This level usually asks you to recall facts,terms, concepts, and trends and may ask you to identify specific information contained in documents,maps, charts, tables, graphs, or illustrations. Items that require you to “describe” and/or “explain”could be classified as Level 1 or Level 2. A Level 1 item requires that you just recall, recite, orreproduce information.Skills Demonstrated Question CuesMake observationsRecall informationRecognize formulas, properties, patterns,processesKnow vocabulary, definitionsKnow basic conceptsPerform one-step processesTranslate from one representation toanotherIdentify relationships Tell what, when, or whereFindListDefineIdentify; label; nameChoose; selectCompute; estimateExpressRead from data displaysOrderLevel 2—Basic ReasoningLevel 2 includes the engagement (use) of some mental processing beyond recalling or reproducing aresponse. A Level 2 “describe” and/or “explain” item would require that you go beyond a descriptionor explanation of recalled information to describe and/or explain a result or “how” or “why.”Skills Demonstrated Apply learned information to abstract andreal-life situationsUse methods, concepts, and theories inabstract and real-life situationsPerform multi-step processesSolve problems using required skills orknowledge (requires more than habitualresponse)Make a decision about how to proceedIdentify and organize components of a wholeExtend patternsIdentify/describe cause and effectRecognize unstated assumptions; makeinferencesInterpret factsCompare or contrast simple concepts/ideasPage 8 of 102 Question Cues ApplyCompleteDescribeExplain how; demonstrateConstruct data displaysConstruct; drawAnalyzeExtendConnectClassifyArrangeCompare; contrastGeorgia Milestones United States History EOC Study/Resource Guide for Students and ParentsCopyright 2020 by Georgia Department of Education. All rights reserved.

Overview of the United States History EOC AssessmentLevel 3—Complex ReasoningLevel 3 requires reasoning, using evidence, and thinking on a higher and more abstract level thanLevel 1 and Level 2. You will go beyond explaining or describing “how and why” to justifying the “howand why” through application and evidence. Level 3 items often involve making connections acrosstime and place to explain a concept or a “big idea.”Skills Demonstrated Question CuesSolve an open-ended problem with morethan one correct answerCreate a patternGeneralize from given factsRelate knowledge from several sourcesDraw conclusionsMake predictionsTranslate knowledge into new contextsCompare and discriminate between ideasAssess value of methods, concepts,theories, processes, and formulasMake choices based on a reasonedargumentVerify the value of evidence, information,numbers, and data Plan; preparePredictCreate; designAsk “what if?” questionsGeneralizeJustify; explain why; support; convinceAssessRank; gradeTest; judgeRecommendSelectConcludeLevel 4—Extended ReasoningLevel 4 requires the complex reasoning of Level 3 with the addition of planning, investigating, applyingsignificant conceptual understanding, and/or developing that will most likely require an extendedperiod of time. You may be required to connect and relate ideas and concepts within the content areaor among content areas in order to be at this highest level. The Level 4 items would be a show ofevidence, through a task, a product, or an extended response, that the cognitive demands have beenmet.Skills Demonstrated Analyze and synthesize information frommultiple sourcesExamine and explain alternativeperspectives across a variety of sourcesDescribe and illustrate how commonthemes are found across texts fromdifferent culturesCombine and synthesize ideas into newconceptsQuestion Cues DesignConnectSynthesizeApply conceptsCritiqueAnalyzeCreateProveGeorgia Milestones United States History EOC Study/Resource Guide for Students and Parents Copyright 2020 by Georgia Department of Education. All rights reserved.Page 9 of 102

Overview of the United States History EOC AssessmentDEPTH OF KNOWLEDGE EXAMPLE ITEMSExample items that represent the applicable DOK levels across various United States History contentdomains are provided on the following pages.All example and sample items contained in this guide are the property of the Georgia Department ofEducation.Example Item 1Selected-ResponseDOK Level 1: This is a DOK level 1 item because it requires the student to recall information about theestablishment of the Southern colonies.United States History Content Domain: Colonization through the ConstitutionStandard: SSUSH1. Compare and contrast the development of English settlement and colonization duringthe 17th Century.b. Explain the development of the Southern Colonies, including but not limited to reasons established,impact of location and place, relations with American Indians, and economic development.Which statement BEST describes why the Southern colonies were established?A.B.C.D.Settlers were seeking religious freedom.Settlers wanted to make a profit from trade.Settlers wanted to convert American Indians to their religion.Settlers wanted to create more wealth for the English economy.Correct Answer: BExplanation of Correct Answer: The correct answer is choice (B) Settlers wanted to make a profit fromtrade. The climate and soil in the Southern colonies made trade in agricultural products particularlyattractive to settlers. Choice (A) is incorrect because the Southern colonies were not primarily settled forreligious reasons, as the New England colonies were. Choice (C) is incorrect because, although there wassome interest in converting American Indians to their religion, it was not a main reason for settlement.Choice (D) is incorrect because settlers in the South were focused on economic opportunities forthemselves, not for the home country they had left.Page 10 of 102 Georgia Milestones United States History EOC Study/Resource Guide for Students and ParentsCopyright 2020 by Georgia Department of Education. All rights reserved.

Overview of the United States History EOC AssessmentExample Item 2Selected-ResponseDOK Level 2: This is a DOK level 2 item because it requires the student to compare two colonial regions.United States History Content Domain: Colonization through the ConstitutionStandard: SSUSH1. Compare and contrast the development of English settlement and colonization duringthe 17th Century.b. Explain the development of the Southern Colonies, including but not limited to reasons established,impact of location and place, relations with American Indians, and economic development.Which statement accurately describes a difference between the Southern colonies and the NewEngland colonies?A.B.C.D.The Southern colonies were known for a much colder climate.The Southern colonies were founded more for religious reasons.The Southern colonies were settled much later in the time period.The Southern colonies were more dependent on the plantation system.Correct Answer: DExplanation of Correct Answer: The correct answer is choice (D) The Southern colonies were moredependent on the plantation system. The economies of Southern colonies like Virginia relied heavily oncash crops, including tobacco, which could be grown on large farms in the warmer southern climate.Choice (B) is incorrect because it misstates the role of religion in the founding of the different colonies.While the New England colonies were founded more for religious reasons, the Southern colonies were oftenbusiness ventures established by joint-stock companies seeking profit. Finally, choices (A) and (C) arefactually incorrect. New England had the colder climate, and the first English settlement in North Americawas founded in Virginia.Georgia Milestones United States History EOC Study/Resource Guide for Students and Parents Copyright 2020 by Georgia Department of Education. All rights reserved.Page 11 of 102

Overview of the United States History EOC AssessmentExample Item 3Multi-Select Technology-EnhancedDOK Level 3: This is a DOK level 3 item because it requires the student to draw a conclusion from theinformation provided in the table.United States History Content Domain: Colonization through the ConstitutionStandard: SSUSH2. Describe the early English colonial society and investigate the development of itsgovernance.b. Describe the Middle Passage, the growth of the African population and their contributions, includingbut not limited to architecture, agriculture, and foodways.Use this table to answer the question.Estimated Population of VirginiaYearEuropeanAfrican% 69,34514.98%172087,75726,55923.23%Which TWO factors explain the change shown in the table?A.B.C.D.E.F.the invention of the cotton gin, which made cotton a more popular cropthe trans-Atlantic trade, which made growing cash crops more profitablethe slave codes, which were passed to control a large enslaved populationthe increased use of steamships, which transported goods throughout the Souththe demand for cotton and tobacco, which increased in both the colonies and Europethe growth of the African population, which was unable to keep pace with European population growthCorrect Answer: B, EExplanation of Correct Answers: The correct answers are choices (B) the trans-Atlantic trade, which madegrowing cash crops more profitable, and (E) the demand for cotton and tobacco, which increased in boththe colonies and Europe. The table shows how the enslaved African population of Virginia grew at a muchfaster rate than did the colony’s free European population. This difference was due to the large numbersof enslaved Africans brought across the Atlantic to work on colonial plantations. Cash crops producedon these plantations were then sent back across the Atlantic in exchange for money and more enslavedpeople. Choice (E) is correct because tobacco and cotton were the main crops in colonial Virginia, and ifthere had been no demand for these crops, there would not have been an increased demand for slaves.Choice (C) is incorrect because slave codes set out rules for enslaved people, but these codes were aneffect, not a cause, of the increase in slavery. Choices (A) and (D) are incorrect because steamshipsand the cotton gin were invented long after the time period covered in the table. Choice (F) is incorrectbecause the data in the table show the African population grew faster as a percentage of the Virginiapopulation than the European population did.Page 12 of 102 Georgia Milestones United States History EOC Study/Resource Guide for Students and ParentsCopyright 2020 by Georgia Department of Education. All rights reserved.

Overview of the United States History EOC AssessmentDESCRIPTION OF TEST FORMAT AND ORGANIZATIONThe Georgia Milestones United States History EOC assessment consists of a total of 42 items. You will beasked to respond to selected-response (multiple-choice) and technology-enhanced items.The test will be given in two sections. You may have up to 70 minutes per section to complete Sections 1 and 2.The total estimated testing time for the United States History EOC assessment ranges fromapproximately 30 to 70 minutes. Total testing time describes the amount of time you have to completethe assessment. It does not take into account the time required for the test examiner to completepre-administration and post-administration activities (such as reading the standardized directions tostudents).Sections 1 and 2 may be administered on the same day or across two consecutive days, based on thedistrict’s testing protocols for the EOC measures (in keeping with state guidance).Effect on Course GradeIt is important that you take this course, and the EOC assessment, very seriously. For students in grade 10 or above beginning with the 2011–2012 school year, the final grade in eachcourse is calculated by weighing the course grade 85% and the EOC score 15%.For students in grade 9 beginning with the 2011–2012 school year, the final grade in each course iscalculated by weighing the course grade 80% and the EOC score 20%.A student must have a final grade of at least 70% to pass the course and to earn credit towardgraduation.Georgia Milestones United States History EOC Study/Resource Guide for Students and Parents Copyright 2020 by Georgia Department of Education. All rights reserved.Page 13 of 102

Preparing for the United States History EOC AssessmentPREPARING FOR THE UNITED STATES HISTORYEOC ASSESSMENTSTUDY SKILLSAs you prepare for this test, ask yourself the following questions: How would you describe yourself as a student?What are your study-skills strengths and/or weaknesses?How do you typically prepare for a classroom test?What study methods do you find particularly helpful?What is an ideal study situation or environment for you?How would you describe your actual study environment?How can you change the way you study to make your study time more productive?ORGANIZATION—OR TAKING CONTROL OF YOUR WORLD"""Establish a study area that has minimal distractions.Gather your materials in advance.Develop and implement your study plan.ACTIVE PARTICIPATIONThe most important element in your preparation is you. You and your actions are the key ingredient. Youractive studying helps you stay alert, interact with the course content, and be more productive. Here’s howyou do it.""""Carefully read the information and then DO something with it. Mark the important material with ahighlighter, circle it with a pen, write notes on it, or summarize the information in your own words.Ask questions. As you study, questions often come into your mind. Write them down and actively seekthe answers.Create sample test questions and answer them.Find a friend who is also planning to take the test and quiz each other.TEST-TAKING STRATEGIESPart of preparing for a test is having a set of strategies you can draw from. Include these strategies in yourplan to: Read and understand the directions completely. If you are not sure, ask a teacher.Read each question and all of the answer choices carefully.If you use scratch paper, make sure you copy your work to your test accurately.Underline important parts of each task. Make sure that your answer goes on the answer sheet.Page 14 of 102 Georgia Milestones United States History EOC Study/Resource Guide for Students and ParentsCopyright 2020 by Georgia Department of Education. All rights reserved.

Preparing for the United States History EOC Assessment Be aware of time. If a question is taking too much time, come back to it later. Answer all questions. Check your answers for accuracy. Stay calm and do the best you can.PREPARING FOR THE UNITED STATES HISTORY EOC ASSESSMENTRead this guide to help prepare for the United States History EOC assessment.The section of the guide titled “Content of the United States History EOC Assessment” provides asnapshot of the United States History course. In addition to reading this guide, do the following to prepareto take the assessment: Read your textbooks and other materials.Think about what you learned, ask yourself questions, and answer them.Read and become familiar with the way questions are asked on the assessment.Answer the practice United States History questions.Do the activities included in this guide. You can try these activities on your own, with a family memberor friend, in a small group, or at home.There are additional items to practice your skills available online. Ask your teacher about onlinepractice sites that are available for your use.Georgia Milestones United States History EOC Study/Resource Guide for Students and Parents Copyright 2020 by Georgia Department of Education. All rights reserved.Page 15 of 102

Content of the United States History EOC AssessmentCONTENT OF THE UNITED STATES HISTORYEOC ASSESSMENTUp to this point in the guide, you have been learning how to prepare for taking the EOC assessment.Now you will learn about the topics and standards that are assessed in the United States History EOCassessment and will see some sample items."The first part of this section focuses on what will be tested. It also includes sample items that will letyou apply what you have learned in your classes and from this guide." The next part contains a table that shows the standard assessed for each item, the DOK level, thecorrect answer (key), and a rationale/explanation of the right and wrong answers." You can use the sample items to familiarize yourself with the item format found on the assessment.All example and sample items contained in this guide are the property of the Georgia Department ofEducation.The United States History EOC assessment will assess the United States History standards documented .The content of the assessment is organized into five groupings, or domains, of standards for the purposeof providing feedback on student performance.""""A content domain is a reporting category that broadly describes and defines the content of the course,as measured by the EOC assessment.On the actual test, the standards for United States History are grouped into five domains: Colonizationthrough the Constitution; New Republic through Reconstruction; Industrialization, Reform, andImperialism; Establis

Sep 28, 2020 · The United States History EOC assessment consists of selected-response and technology-enhanced items . A selected-response item, sometimes called a m