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• All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth. • • Aristotle TAKS CAMP Preparing your students for TAKS Presentation Note • Parts of this presentation are designed to be taken to the class and used with the students in your class, so much of the material is aimed at the student. • Some of the strategies presented here are contradictory. Use your judgment as to which strategies you believe will work best with your students. • Note: This material is also designed to raise the level of student concern about the test. Agenda • TAKS Review • Reviewing skills for students • The Test • The Questions • What to Review What will the test look like. • More charts and graphs application- not just reading and pulling information from. • Students will be expected to interpret these and “apply” the information in order to get the correct answer. What will the test look like. • More use of primary sources. • Such as: – Newspaper Articles Speeches – Diaries Reports – Journals Pictures – Speeches Letters What will the test look like. • Both content and skill will be integrated into most of the questions. – Notice the directions to both examples. • Critical Thinking Skills are a major focus. TAKS Review – The TEKS • 8.5 History. The student understands the challenges confronted by the government and its leaders in the early years of the Republic. • B) summarize arguments regarding protective tariffs, taxation, and the banking system; TAKS Review – The TEKS • US.8 Geography. The student uses geographic tools to collect, analyze, and interpret data. • B) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. TAKS Review – The TEKS • WH 23 The student understands how major scientific and mathematical discoveries and technological innovations have affected societies throughout history. • A) give examples of major mathematical and scientific discoveries and technological innovations that occurred at different periods in history and describe the changes produced by these discoveries and innovations; A look at the Objectives • (B) trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague, the diffusion and exchange of foods between the New and Old Worlds, or the diffusion of American slang. A look at the Objectives – The Textbook • 11th Grade – (A) trace the historical development of the civil rights movement in the 18th, 19th, and 20th centuries, including the 13th, 14th, 15th amendments; – Most Text books place the Civil Rights Movement from 1954-1968! Taking the Test • The best way to prepare for the test is to prepare for the test. • *Remember that the TAKS Test is not a race. You get no points for finishing first or ―early.‖ • You get more points for taking your time and going slowly! Reviewing Before the Test 1. Plan reviews as part of your regularly weekly study schedule; consequently, you review over a longer period rather than just at exam time. Teachers can help by setting aside some organized study time with specific tasks for students. Reviewing Before the Test 2. Reviews are much more than reading and rereading all assignments. You need to read over your lecture notes and ask yourself questions on the material you don't know well. (If your notes are relatively complete and well organized, you may find that very little rereading of the textbook for detail is needed.) You may want to create a study group for these reviews to reinforce your learning. 2. Study Group Guidelines A. Usually three to a group- Select carefully B. Divide material up to be researched based on what the student knows ―best.‖ C. Create outlines for each other *Outline-TAKS Information Book D. Spend half of the time clarifying information for each other and half of the time quizzing each other over material 2. Study Group Guidelines E. Use a regular study area. Your body knows where you are. When you use the same place to study, day after day, your body becomes trained. When you arrive at that particular place, it will automatically sense that it's time to study. You will focus your concentration more quickly. 2. Study Group Guidelines F. Don't get too comfortable. Put yourself into a situation where your mind is alert. G. Use the library. Libraries are designed for learning. Entering a library is a signal to your body to quiet the mind and get to work. Most students can get more done in a shorter time at the library. Reviewing Before the Test 3. Review for several short periods rather than one long period. You will find that you retain information better and get less fatigued. Reviewing Before the Test 4. Do Not ―Cram for the Exam‖ The night before an exam when you are more anxious than usual is one of the least effective times for study. Your ability to deal with concepts and synthesize material is greatly reduced, and even your ability to memorize is impaired by marked anxiety. Cramming only serves to make you more frantic about the exam and, hence, less prepared to do your best. Spend time reviewing what you know! Reviewing Before the Test 5. Take in no new material the night before an exam. You want to build confidence by reinforcing what you know rather than running the risk of scaring yourself by discovering something you don't know. Also, you want to avoid a temptation to cram. Reviewing Before the Test 6. Turn the main points of each topic or heading into questions and check to see if the answers come to you quickly and correctly. Try to predict examination questions; then outline your answers. 6. Main Points Examples • Objective 1 – US1.C • (C) explain the significance of the following dates: 1898, 1914-1918, 1929, 1941-1945, [and 1957]. • ―What major event(s) happened in 1898 and what was its political, social and economic effect on America.‖ • ―Who were the major characters involved in this event?‖ Reviewing Before the Test 7. DON'T GO TO THE MOVIES. Don't get involved in any activities that might either interfere with what you have been learning or make you feel so guilty that you come home to study far into the night to make up for lost time. Review and relax. Reviewing Before the Test 8. It may seem "old-fashioned", but flashcards may be a helpful way to review in courses that have many unfamiliar terms. Review the cards in random order using only those terms that you have difficulty remembering. What to Review? What to review? • TAKS Information Booklets - http://www.tea.state.tx.us/student.assessment/taks/booklets/in dex.html – The T3’S (TAKS Testable TEKS) – For your information • 8th Grade TAKS Review Activities- http://socialstudies.tea.state.tx.us/downloads/pdf/taas_2/TAKS_ Obj4_Rev_Activities.pdf What to review? • WG/WH Clarifying Strategies • http://socialstudies.tea.state.tx.us/ downloads/pdf/taas_2/wgwhguide. pdf What TEKS to emphasize: The Blue Prints • See page 8. Look at the information on this page and identify the number of Student Expectations (SE’s) from each objective at each grade level that will be tested. • With a partner discuss which areas your students need to concentrate on the most. The Blue Print (8th) • Objectives Proposed Number of Items • Objective 1—History 13 • Objective 2—Geography 6 • Objective 3—Economic and Social Influences 9 • Objective 4—Political Influences 12 • Objective 5—Social Studies Skills 8 • Total number of items: 48 • Correct answers to pass: 19 The Blue Print (10th) • Objectives Proposed Number of Items • Objective 1—History 7 • Objective 2—Geography 12 • Objective 3—Economic and Social Influences 7 • Objective 4—Political Influences 12 • Objective 5—Social Studies Skills 12 • Total number of items: 50 • Correct answers to pass: 23 The Blue Print (11th) • Objectives Proposed Number of Items • Objective 1—History 13 • Objective 2—Geography 9 • Objective 3—Economic and Social Influences 13 • Objective 4—Political Influences 9 • Objective 5—Social Studies Skills 11 • Total number of items 55 • Correct answers to pass: 22 What YOUR students need! • Go through the TAKS Testable TEKS in the Information Books and identify those TEKS that you have not had a chance to cover in the depth that you would like. • Write these down on a sheet of paper by Objective and TEKS # (You will need this later.) • Now look at your “Blue Print” and look at the objectives that will be tested most. • Highlight the TEKS that you need to focus the most on. • The one real object of education is to have a man in the condition of continually asking questions. • Creighton, Bishop Mandell Taking the Test • The best way to prepare for the test is to prepare for the test. • *Remember that the TAKS Test is not a race. You get no points for finishing first or ―early.‖ • You get more points for taking your time and going slowly! During the Test 1. First, read the directions carefully!! Many points have been lost because students didn't follow the directions. During the Test 2. Do a mind dump. Before you begin the test make notes of anything you think you might forget. Write down things that you used in learning the material that might help you remember. • Write your notes in the margins, front or back of the test booklet. During the Test 3. Answer the easy questions first. This will give you the confidence and momentum to get through the rest of the test. You are sure these answers are correct. Note: unlike most other standardized tests TAKS questions will not increase in difficulty throughout the test. The various levels of difficulty are spread throughout the test. During the Test 4. Go back to the difficult questions. While looking over the test and doing the easy questions, your subconscious mind will have been working on the answers to the harder ones. Also, later items on the test might give you useful or needed information for earlier items. During the Test 4. Go back to the difficult questions.(cont.) Be sure to circle any skipped question in your test booklet and to put a ―light‖ pencil mark next to the question on the ―Answer Document‖ (Scantron). (Be sure to erase this as you answer the question.) During the Test 5. Ask the instructor to explain any items that are not clear. Do not ask for the answer, but phrase your question in a way that shows the instructor that you have the information but are not sure what the question is asking for. . During the Test 5. Example: Some of the cities are located in the Syrian desert so is this a bad question or are they looking for the best answer. . During the Test 6. Answer all questions. There is no penalty on TAKS for guessing, yet if you are going to guess: a. Follow the test taking strategies that you have learned to narrow down the choices. . During the Test 7. As you answer the questions mark through the answers that you know are incorrect. This reduces reading time and and confusion. . During the Test 8. Use the margin to explain why you chose the answer if the question does not seem clear or if the answer seems ambiguous. • In other words, try to work it out through writing about it. • Look at #4 in the TAKS Prep Test . During the Test 9. Circle key words in difficult questions. • This will force you to focus on the central point. • Look at #6 in the TAKS Prep Test . During the Test 10. Express difficult questions in your own words. Rephrasing can make it clear to you, but be sure you don't change the meaning of the question. Look at #12 in the TAKS Prep Test During the Test 11. Use all of the time allotted for the test. If you have extra time, cover up your answers and actually rework the questions. . During the Test 12. Follow the 5 question rule. Stop after each 5 questions to make sure you have not miss- marked any of your answers. (Or don’t mark the scantron until you are completely done.) After the Test At the end of the test review your test and make sure you haven't left out any answers or parts of answers. This is difficult to do under the stress of exams, but it often keeps you from making needless errors. Check for: Stray marks Double marked answers Blank answers Taking the Test • The best way to prepare for the test is to prepare for the test. • *Remember that the TAKS Test is not a race. You get no points for finishing first or ―early.‖ • You get more points for taking your time and going slowly! The Questions • The following are strategies for approaching specific types of questions. • Key: Use the strategy that works best for you. Answering Multiple Choice Questions 1. Read the entire question, including all answer choices before trying to answer the question. Answering Multiple Choice Questions 2. For questions that have reading selections: a. Read the selection b. Read the selection again c. Read the question and answer choices Answering Multiple Choice Questions 3. For questions that have graphics (charts, maps, graphic organizers, tables, pictures, etc.: a. Study the graphic (Title and overview) b. Study the graphic again (Detail) c. Read the question and answer choices Answering Multiple Choice Questions 4. Read each question with the intention of answering the question without the answer choices which follow. • Focus on finding an answer without the help of the answer choices. • This will increase your concentration and help you read the question more clearly. Answering Multiple Choice Questions 5. Use the process of elimination when you do not know the answer for sure. • Eliminate two alternatives quickly and then make the decision between the two remaining. This increases your probability to 50/50. • TASS v. TAKS - distracters Answering Multiple Choice Questions 6. Another helpful method of elimination is to use the true-false method. When you can determine a likely false alternative, eliminate it. The true-false elimination method is particularly helpful when more that one answer is possibly true. • TAKS Prep Test# 14. Answering Multiple Choice Questions 7. If there is specific detail in the statement, it may also tend to be true. For example, the statement "There are 980 endangered species worldwide" has specific detail and is likely to be true. TAKS?? Answering Multiple Choice Questions 8. When two very similar answers appear, it is likely that one of them is the correct choice. Test makers often disguise the correct option by giving another option that looks very much like the correct one. TAKS?? Answering Multiple Choice Questions 9. Watch out for negative words in the instructions or in the main question. You may have been told to select an option that is not true. Remember to reverse your procedure and eliminate truth, not falsehood. When looking for negative options look for extreme modifiers that make them false (always, never, all, etc.) • Education today, more than ever before, must see clearly the dual objectives: education for living and education for making a living. • Wood, James Mason Question Types Attack Skills Based on QAR: Question Answer Relation RIGHT THERE B easy to find, in the same sentence O (who, what, when, where) THINK AND SEARCH O in the reading but not in the same K sentence (how to do, how many) AUTHOR AND ME not in the reading; I must think B how to use clues from the 1. Read the question first. R text to figure out the answer. 2. Decide which of the A ON MY OWN 4 QAR methods to use. not there; I don’t need the reading I to answer the question. I already 3. Find the answer in the N know the answer from my text OR use my background knowledge. thinking skills OR use my memory. TAKS Application • Look at each of the assessment items on ―TAKS Prep Test‖ and identify whether the answer can be found: 1. In the item 2. In the graphic or reading selection that goes with the item 3. With clues from the text/graphic AND the student’s knowledge • Identify the clues. 4. Strictly from prior knowledge Quotation Attack Skills “I disapprove of what you say, but I will defend to the death your right to say it.” Voltaire. Look at question 9 on the TAKS Prep Test 1. Read the question. What is the question . asking? 2. Determine the historical issue/event in the quote. 3. LOOK FOR Location reference Time reference Gender Race Religion Ethnicity Point of View 4. Read the answers and eliminate the wrong choices. 5. Choose the MOST CORRECT answer. Drawing Conclusions from Multiple Speakers P. 6 1. Use QAR. Read the question to identify which speaker(s) is needed to answer the question. 2. Read only the speaker(s) needed to answer the question. 3. Read ALL the possible answers CAREFULLY. 4. Eliminate the answers that do not apply to the speaker(s). 5. Choose the answer that is MOST CORRECT. (Look for key words/synonyms) Speaker A: In A Vindication of the Rights of Women, I Which speaker had the greatest presented an argument for the education of women. I impact on Thomas Jefferson as also declared that women should have the same political rights as men. he drafted the Declaration of Independence? Speaker B: As an aristocratic philosopher I was devoted to the study of political liberty. In my famous book On the Spirit of the Laws, I proposed that separation of powers A. Speaker A. would keep any individual or group from gaining total control of a government. B. Speaker B. Speaker C: I strongly disagree with other philosophers on a number of matters. For instance, although most philosophers believe that reason, science, and art C. Speaker C. improve the lives of all people, I argue that civilization corrupts people’s natural goodness. D. Speaker D. Speaker D: I think people are reasonable beings. I support self-government and argue that the purpose of government is to protect the natural rights of people. If government fails to protect these natural rights citizens have the right to overthrow it. Drawing Conclusions & Making Inferences 1. Read the selection carefully to understand all of the facts. 2. Decide the meaning of the selection. 3. Try to find facts in the selection that support your choice for the answer. P. 4, #11 in Handout and P. 3 #9 in TAKS Prep Test •Underline key terms in reading selection. •List key terms that link the answer to the question. •What terms are similar or synonyms? • Read to see what is suggested by the facts, but may not actually be stated. Comparing / Contrasting Multiple Charts 1. Identify what the question is asking. 2. Read the titles on the Chart. 3. Read the data in the charts & look for relationships. 4. Circle “Similarities” 5. Underline “Contrasts” 6. Box the answer choices that have no data. American Revolution French Revolution How were the American and French Revolutions similar? Belief in Belief in Enlightenment Enlightenment values, values, such as natural A. Both had a large executions by the such as natural rights rights government Tradition of limited Tradition of strong, B. Both revolutions had fixed social government central authority classes. Relative cooperation Social upheaval and C. Both embodied the beliefs of the among social groups struggle among classes Enlightenment. Experience in self- Little experience in self- D. Both involved heavy fighting in the government through government by popular capital city colonial assemblies assemblies Comparing / Contrasting Multiple Visuals 1. Use QAR. Identify what the question is asking. 2. Read the titles on the visuals. 3. Examine the data in the visuals & look for relationships. 4. Eliminate the wrong answers. 5. Choose the MOST CORRECT answer. An inference that can be drawn from examining the visuals is A. All industrial centers had tremendous growth. B. Only centers near both iron and coal deposits grew. C. All industrial centers on the coast grew the most. D. Location of iron and coal caused many industrial centers to grow. How to handle questions that have info you have never seen 1. DO NOT PANIC! Do not focus on the “info” you do not recognize. 2. Focus only on the “info” you do know. 3. Focus on the information you have been given to help you answer the item. 4. What is the question asking? 5. Eliminate the answers that do not apply. Xenophone Expounds on a Woman’s Duties 1. Assume larger portion of From Xenophone’s philosophy, it can be affection for newborn babies than inferred that a woman’s the man. position in the family was-- - 2. Receive the incomings. A. That of breadwinner B. That of accountant 3. See, too, that the dry corn is in C. That of caretaker good condition for making food. D. That of cook 4. See that any servant who is ill is cared for. The correct answer is C. Look at Questions 4 and 5 on p. 1 of your handout. Using the OPTIC system The five letters in the word OPTIC (pertaining to the eye) provide a system for remembering the five steps for analyzing a visual: O is for overview •Conduct a brief overview of the visual. P is for parts • Focus on the parts of the visual. • Read all labels. • Notice any details that seem important. T is for title • Read the title of the visual for a clear understanding of the subject. I is for interrelationships • Use the title to help identify the main idea or the big umbrella that connects the parts of the visual. C is for conclusion • Draw a conclusion about the visual as a whole. What does it mean? -- Why was is included? • Summarize the visual in one or two sentences. Interpreting graphics. • In questions that have pictures, graphs, charts, graphic organizers, political cartoons, etc.: • Study the graphic first- Observe – Title, subtitles, labels, shading – Think about what the graphic represents • What does it show and why does it show it? Political Cartoon Questions 1. Title 2. Captions & Labels 3. Symbols 4. Caricatures 5. Stereotyping 6. MAIN IDEA Reading a Graph 100 90 80 70 200 150 Bar Graph Line Graph 60 East North 1st Qtr 50 West 100 West 2nd Qtr 40 North 3rd Qtr East 30 50 4th Qtr 20 Circle Graph 10 0 0 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr Graphs (Charts) are combinations of symbols, words, and numbers that show information in a clear and simple way. Look at item # 8 on p. 3 of your handout. 1. Read the title. 2. Identify the main idea. 3. Identify the symbols. 4. Look for the legend. (On line graphs & bar graphs: Read the x and y descriptors.) Hints for a pie graph: 1st Qtr 2nd Qtr * the circle represents the whole. 3rd Qtr * the slices represent parts of the whole (subgroups). 4th Qtr 100 Hints for a bar graph: * They commonly measure quantities or 50 East amounts of data. West * They make it easy to compare information. 0 North 3rd 1st * Carefully read x and y axes - and what they represent. Hints for a line graph: 100 90 80 * They commonly measure quantities 70 60 East or amounts of data. 50 West *They are used to make more specific comparisons. 40 North 30 * Carefully read x and y axes - 20 10 and what they represent. 0 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr Cause and Effect 1. Read the question carefully - Is it asking for cause or effect? 2. Predict an answer. 3. Read all the choices carefully. 4. Pay close attention to words such as: CAUSE: EFFECT: because consequently as basis for leading to due to resulted in since major result therefore affect / effect before in response to if then after 5. Be sure to notice negative words, such as: except for, is not, excluding. 6. Choose the MOST CORRECT answer. Look at #6 on page 2 0f your handout. Cause & Effect Example When Chandra Gupta came to the throne in 375 the Gupta Empire How did Chandra Gupta’s stretched along the north of India conquests help his empire? from the mouth of the Ganges River at the Bay of Bengal to central A. It increased the population. India. In just over a decade, Chandra Gupta had conquered the B. It gave him control of important land of the Sakas to the west. As a result of these trade routes. victories, the empire gained the C. It introduced them to Buddhism important cities of Gujarat and Ujjain. Gujarat was one of several and Christianity. important ports on the Arabian Sea. Due to taking them, the Gupta D. It provided better land for Empire now had access to the rich agricultural uses. trade of Southwest Asia and points west. Trade goods moved north from these ports to Ujjain. However, Correct Answer is B this ancient city was more than just an important trading center. It was one of the 7 sacred cities of Hinduism. Identifying Trends These questions involve historical changes over time. These are “big picture” concepts that bridge more than one time period. Individual Mass Craftsman Production Use historical people, events, and important dates as clues to help you identify the time period. Example: 1. Domestic Systems (1600’s) Factory System (1800’s) (Production in the home) (Production in a central location) Key words are words that imply change, such as: 2. “has led to” “account for” “best supported by”. Look for descriptive words that describe the feelings of that time. 3. Look for emotional words. 4. The BEST answer will logically answer the question. HINT: Does your answer make sense? Page # 4 & 5 in “Examples” How To Read a Timeline Timelines are lines that are divided into time periods (eras) where events are placed in chronological order (when it happens.) Note: Timelines can be broken down into: decades = 10 years century = 100 years age/era = period of time that has specific characteristics that sets it apart Activity example on page 7/8 and 15/16of “Examples.” Steps to Follow: Be Aware of: 1. Read the title. Time-Frame: • the beginning & ending of a timeline 2. Identify the sequence [Be sure •2 year sections to determine the events listed •5 year sections, etc. according to when it happened.] 3. Look for the spaces on the Layout: timeline. [Each division on the • Timeline can be vertical or horizontal. timeline should reflect a set • Some events will cover more than one amount of time.] year. • Sometimes events are shown with arrows. How to Read a Flow Chart Germany The U.S. The U.S. must institute wants to declares stay out of WWI unrestricted submarine war on Germany ? warfare to win the war A flow chart is a multiple cause and effect question. The first statement is a cause of the second statement; the second statement becomes the cause of the third statement and so forth. The statements are all related. A question presented in a flow chart wants you to determine what the next most logical step would be. In this case, the answer could be “U.S. entry tips the balance of power to the Allies.” Look at example #9 on page 4 of your handout. That was all good, yet I do not have time to teach all of those skills! The 4 steps of Critical Analysis There are four possible steps in critical analysis: 1. Observation. What do you observe? This does not involve interpretation. 2. Inference. This involves interpretation, based on observations. 3. Evidence. What is the evidence you detect for your inference? This step requires the integration of prior knowledge with observations. 4. Conclusion. What is your conclusion? Explain OIEC Examples Question # 6 on page 2 of your handout. • Cover the question and just look at the diagram. • Cover the picture and just look at the directions and question. 1. Observe: What is the diagram? What type of question is being asked by the diagram? 2. Infer: Social, Economic or Political; relationship between boxes 3. Evidence: In directions, in stem, in graphic 4. Conclusion: Answer OIEC Examples Question # 7 on page 3 of your handout. (p. 64 TIB) Cover the question and just look at the picture. Cover the picture and just look at the directions and the question. Observe: What is the picture? What type of question is being asked? Compare? Inference? Infer: Social, Economic or Political; relationship between picture and question Evidence: In directions, in stem, in picture (Is there enough evidence for this to be the answer?) Conclusion: Answer OIEC Examples Question # 8 on page 3 of your handout. Cover the question and just look at the graph. Cover the graph and just look at the directions and the question. Observe: What is the graph about? What type of information is given? X & Y Infer: What relationships exist between the countries on the graph? What is the question type? Evidence: In directions, in stem, in graph (Is there enough evidence for this to be the answer?) Conclusion: Answer Review Activities • Some review activities are available • Others will have to be created Activities already available • Go to the Region 10 Social Studies Home Page at WWW.ednet10.net/socialstudies and click on • TAKS Review Activities and Strategies What TEKS to Review The Blue Prints • See page 8. Look at the information on this page and identify the number of Student Expectations (SE’s) from each objective at each grade level that will be tested. • With a partner discuss which areas your students need to concentrate on the most. What YOUR students need! • Go through the TAKS Testable TEKS in the Information Books and identify those TEKS that you have not had a chance to cover in the depth that you would like. • Write these down on a sheet of paper by Objective and TEKS # • Now look at your “Blue Print” and look at the objectives that will be tested most. • Highlight the TEKS that you need to focus the most on. Activities Creation • Goals: – Prepare activities to help students master TAKS Objectives – Help teachers develop TEKS/TAKS alignment skills – Develop a set of review activities for all teachers/students to use. Activities Creation • Look at the examples in the ―Examples Handouts‖ • Notice the clear alignment to the TEKS Student Expectation • Notice the variety of stimuli used to present the activites. Activities Creation • Working with a partner • Select a Student Expectation from Objectives 1, 2, 3 or 4, and a skill from Objective 5 create a review activity to use with your students. (PAGE 9) • Remember that [Bracketed] information is not tested. Activities Creation - Step one • Look Closely at the TEKS. • What vocabulary will the students need to know? (Action verbs and content!) • What is it asking the student to do? • Example - US.11A – List examples of events associated with population growth – List (identify) possible effects of these events Activities Creation - Step Two • Look at the TEKS in Objective 5 and determine which skill you can incorporate into the activity. Activities Creation - Step Three • Set up strategy – Use Cause and Effect Graphic Organizer – Use T-Chart – Use Flow Chart – Etc. – See example page 10 of main handout. Activities Creation - Step Four • Teacher Directions: Be specific so that the outcome of the activity focuses on the desired alignment to SE. • Student directions, if necessary, should be step by step. Activities Creation - Step Four • Design the activity so that ―any‖ teacher could use it. • Write clearly and neatly. • Look at the ―Examples‖ for ideas for stimuli. • Time for activity should be no longer than 10-15 minutes. Activities Creation – Step Five • Review for clarity. – Pass to another group for proofing. • Ask yourself: ―If my students successfully complete this activity will they have mastered the TEKS that it is associated with?‖ Success on Social Studies TAKS Exams • TEKS taught TEKS • TEKS taught in such a way that students will remember what they learned •TEKS taught at the appropriate level of Bloom’s • TEKS assessed at the same level of Bloom’s Online info • Student PowerPoint - http://www2.ednet10.net/socialstudies/dow nload.htm • TAKS Activities - http://www2.ednet10.net/socialstudies/ >> Click on: TAKS Review Activities and Strategies • Reach me at: email@example.com .net • The one real object of education is to have a man in the condition of continually asking questions. • Creighton, Bishop Mandell
"Political Cartoon Questions - PowerPoint"