HISTORY-SOCIAL SCIENCE ASSESSMENT GRADES 6-8 TEACHER GUIDE. Acknowledgements

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2 Acknowledgements This project was coordinated and facilitated by Laurie Mosier, History-Social Science Coordinator for the. Dennis Johnston, Ph.D., Director of Assessment, Accountability and Research for the, consulted on the development of the test items and table of specifications, the interpretation of item analyses, as well as the overall structure and format of the History-Social Science Assessment, Grades 6-8. The following districts supported the development of this assessment resource document. Chula Vista Fallbrook Jamul-Dulzura Lemon Grove Poway Santee Sweetwater The following teachers, curriculum specialists, and consultants contributed their content area and/or item John F. Burns, Consultant, History-Social Science California Department of Education Ann Cerny, Teacher, Earl Warren Middle School, San Dieguito Patricia Guthrie, Teacher, Arroyo Vista Charter School, Chula Vista Becky Heath, Teacher, Carlton Oaks, Santee Michelle Herczog, Ed.D., Consultant, History-Social Science Los Angeles County Joseph Hugill, Teacher, Granger Jr. High School, Sweetwater Alexandra Lee, Teacher, Casillas School, Chula Vista Linda Marion, Staff Development Resource Teacher, Chula Vista Elementary School Janet Mulder, Retired Teacher, Educational Consultant Kenneth Ostroske, Teacher, La Paloma Elementary, Fallbrook Jacqueline Ray, Teacher, Chet F. Harritt School, Santee Cheryl Rehome-Dean, Teacher, Meadowbrook, Poway Emily Schell, Educational Consultant San Diego State University Donald Sharkey, Teacher, Castle Park Middle School, Sweetwater Katrina Sparley, Teacher, Pepper Drive School, Santee Tony Spears, Senior Director, Curriculum, Instruction, and Assessment, SDCOE Greg Spielman, Teacher, Oak Grove Middle School, Jamul-Dulzura Siegrid Stillman, Teacher, La Paloma, Fallbrook Jack Tierney, Manager Assessment and Planning, SDCOE David Vigilante, Associate Director National Center for History in the Schools Ron Wagner, Teacher, Oak Grove Middle School, Jamul-Dulzura Frank Wulftange, Teacher, Palm Middle School, Lemon Grove Copyright 2004 by the.

3 Standards-based Assessment History-Social Science Grades 6-8 Background Regional consortia in identified a need for standards-based support in the area of history-social science. As a result, the facilitated the development of an assessment resource to support district administrators and teachers. A series of content specific item-writing professional development opportunities were designed and implemented focusing on assessment. Participating teachers received instruction on test item design and construction, standards-based instruction and assessment, Bloom s Taxonomy of higher-level thinking, and the History-Social Science Standards-based Implementation Models Template. In addition, teachers and curriculum specialists utilized and referenced the California History-Social Science Framework and content standards, the current California Standards Test (CST) blueprint, state adopted resource materials, and key literature related to assessment to support their overall learning and test-item development. Purpose Currently, California Education Code (60602) states that, in addition to statewide assessments school districts will conduct additional ongoing pupil assessment and provide information regarding pupil performance based on those assessments on a regular basis. Therefore, in an effort to support statewide initiatives regarding the assessment of students and provide the necessary support and resources for schools, the History-Social Science Assessment, Grades 6-8 gives districts the flexibility of another measure to inform instruction and provides a tool to help identify academic strengths and weaknesses in order to improve teaching and learning. Moreover, the History-Social Science Assessment, Grades 6-8 complements the formative assessments already being used in districts throughout the county and the performance based assessments that have most recently been developed by San Diego county teachers in the area of history-social science. The History-Social Science Assessment, Grades 6-8 Provides feedback on student knowledge of the California History-Social Science Content Standards Informs instruction for aligned teaching and assessment of student learning Provides another measure for accountability Supports the professional development efforts of administrators and teachers in the area of history-social science Highlights of the History-Social Science Assessment, Grades 6-8 Developed by classroom teachers Provides a standards-based model of multiple-choice items Aligned to the History-Social Science standards-based Implementation Models Template Offers suggestions and resources to further support teaching and learning Offers a tool for professional development Field-tested with students Copyright 2004 by the.

4 Table of Contents Directions for Teacher...1 Correlations to California History-Social Science Content Standards, Analysis Skills, and Big Ideas...3 Answer Key and Assessment Answer Sheet...9 Test-Item Analysis...13 Big Ideas and Essential Questions...17 Teacher Resources & References...23 Contact Information...27 Copyright 2004 by the.

5 Analysis Big Item Standard Skill Idea Analyze the philosophy expressed in the Declaration of Independence REP Discuss the development of city-states in the region of the Aegean Sea 6.2, 6.4, Understand the development of feudalism 7.2, 7.5, Describe the principles of separation of powers 8.1, Cite the significance of the trans-eurasian silk-roads in the period of the Han Dynasty and Roman Empire 6.2, 6.4, Understand the scientific method advanced by Bacon , Discuss the concept of Manifest Destiny Describe the relationship between the Great Awakening and the development of revolutionary fervor. CST Describe the spread of Christianity in Europe and Roman territories Know the fundamental teachings of Confucianism Discuss how the principles in the Magna Carta were embodied in the American Declaration of Independence HI Discuss the human modifications that gave rise to the domestication of plants and animals 6.1, List the causes for the internal turmoil in and weakening of the Catholic church 7.5, Examine the women s suffrage movement REP 5 8.3, 8.5, Discuss the influence of Julius Caesar and Augustus in Rome s transition from republic to empire Trace the development of distinctive forms of Japanese Buddhism 7.2, 7.5, Understand the War of 1812 and know the major battles Describe how democratic thought and institutions were influenced by Enlightenment thinkers (e.g., John Locke ) Describe the significance of the Northwest Ordinance in education and in the banning of slavery in new states 8.4, Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights 8.1, Know the life and moral teachings of Buddha Know the significance of domestic resistance movements and ways in which the central government responded to such movements (e.g., Shays Rebellion, the Whiskey Rebellion). HI 2 8.1, Trace the evolution of language and its written forms. 6.1, Discuss Abraham Lincoln s presidency and his significant writings such as his Emancipation Proclamation REP 4 8.5, 8.6 The analysis skills noted in the alignment guide above are to be learned through, and applied to the content standards for grades six through eight. They are to be assessed in conjunction with the standards for grades six through eight. they are: CST Chronologicial and Spatial Thinking; REP Research Evidence and Point of View; HI Historical Interpretation (see page 115 of the History-Social Science Framework for Public Schools, 2001). 4 Copyright 2004 by the.

6 COMPREHENSIVE 9. Which Roman emperor made Christianity the main religion in the Roman Empire? A. Tiberius B. Nero C. Caesar Augustus D. Constantine 13. What event caused the beginning of the Reformation? A. Selling indulgences B. Theory of predestination C. Infant baptism D. Changing beliefs among priests 10. Of the following, which is NOT one of the fundamental teachings of Confucius? A. Children should respect their parents at all times. B. A son should always show loyalty to his father. C. Harsh rulers are often necessary for an effective government. D. Subjects will follow the example of a wise ruler. 11. England's Magna Carta stated that the king could not convict a person without the "judgment of his peers." The above quotation is best compared to which quote from the American Declaration of Independence. A. "for suspending our own legislatures" B. "for imposing taxes on us without our consent" C. "for quartering large bodies of armed troops among us" D. "for depriving us of the benefits of trial by jury" 14. A group met in 1848 to discuss "the social, civil, and religious condition and rights of women." What document came out of this meeting? A. Declaration of Independence B. Emancipation Proclamation C. Declaration of Sentiments D. English Bill of Rights 15. How did Julius Caesar bring an "end" to Rome's Republican government? A. He made himself dictator for life. B. He reinstated Rome's Senate. C. He forced the rich to give up their wealth. D. He held elections to see who would be king. 16. Zen Buddhism appealed to the Samurai class of Japanese society because it stressed 12. The domestication of plants and animals led hunter-gatherers to A. travel from place to place. B. live in settled communities. C. use animal hides for clothing. D. make tools from obsidian. 2 A. spiritual and physical discipline as a path to enlightenment. B. chanting and provided personal strength. C. refined culture and the writing of poetry. D. modernization of the belief system to apply to their own times. Copyright 2004 by the. Pre- Publication Preview

7 Assessment Answer Sheet Name Class Date Directions: Bubble in the correct response. 1. A B C D 26. A B C D 51. A B C D 2. A B C D 27. A B C D 3. A B C D 28. A B C D 4. A B C D 29. A B C D 5. A B C D 30. A B C D 6. A B C D 31. A B C D 7. A B C D 32. A B C D 8. A B C D 33. A B C D 9. A B C D 34. A B C D 10. A B C D 35. A B C D 11. A B C D 36. A B C D 12. A B C D 37. A B C D 13. A B C D 38. A B C D 14. A B C D 39. A B C D 15. A B C D 40. A B C D 52. A B C D 53. A B C D 54. A B C D 55. A B C D 56. A B C D 57. A B C D 58. A B C D 59. A B C D 60. A B C D 61. A B C D 62. A B C D 63. A B C D 64. A B C D 65. A B C D 16. A B C D 41. A B C D 66. A B C D 17. A B C D 42. A B C D 18. A B C D 43. A B C D 19. A B C D 44. A B C D 20. A B C D 45. A B C D 21. A B C D 46. A B C D 22. A B C D 47. A B C D 23. A B C D 48. A B C D 24. A B C D 49. A B C D 25. A B C D 50. A B C D 67. A B C D 68. A B C D 69. A B C D 70. A B C D 71. A B C D 72. A B C D 73. A B C D 74. A B C D 75. A B C D 10 Copyright 2004 by the.

8 Answer Key & Item Alignment Item Number H-SS Standard Answer Key B D B D A C 7 * A 8 ** B D 10 * C 11 * D B A C A A 17 ** B D 19 ** A 20 ** B D B D C A 26 ** C B 28 * A B A A C 33 ** C B D 36 ** B C C Item Number H-SS Standard Answer Key B 40 ** D 41 ** B D 43 ** C D 45 ** B 46 ** A A C 49 ** C 50 ** A 51 ** A C B D B C A B A D B B 63 ** C A 65 ** D C C A B B A 72 ** D A C B *Indicates change made in item stem and/or item distractor(s) after pilot administration. **Indicates new item added after item analysis of pilot administration. 15 Copyright 2004 by the.

9 Big Ideas that Transcend Ancient, World, and American History The following thought-provoking and comprehensive big ideas were developed by teachers and relate to the political, social, cultural, geographic, and economic concepts that spiral through different periods of history. Big Ideas in grades 6-8 can be built upon as cognitive learning blocks to help teachers teach and students master the California History-Social Science Content Standards. Grade 6 1. Exploration of the past leads to increased knowledge and understanding of the present. 2. Physical geography influences the characteristics and success and decline of civilizations. 3. People s lives are impacted by social status, which can be determined in a variety of ways. 4. Enduring civilizations have stable and productive economies that allow for the accumulation of wealth. Grade 7 1. Exploration of the past leads to increased knowledge and understanding of the present as well as the past. 2. Physical geography influences the development of culture and trade. 3. The exchange of goods, ideas, and values occurs through exploration and trade. 5. Religious beliefs influenced the development of cultures just as cultures influenced the development of religions. 6. Advancements in science, medicine, technology, and communications (written, oral, art and music) contribute to the longevity and enduring legacies of civilizations. 7. Regardless of the political, religious, or economic system, all civilizations depend upon leadership for survival. 4. Cultural exchange of goods, ideas, and values leads to advances in intellectual thought, art, and technology. 5. Civilizations are structured into social, economic and political classes. 6. Religion plays a key role in the development of civilizations and the spread of culture. Grade 8 1. Political philosophies and major events influence the formation of constitutional governments. 2. Conflicts and compromises result in the creation of constitutions that reflect differing perspectives. 3. Citizen participation is essential to the foundation and preservation of the U.S. political system. 4. Geography influences the divergent paths of people, resulting in physical, economic, and political challenges and rewards. 5. Reactions to social injustice can lead to reform movements. 6. Differences in economic, political, and social beliefs and practices can lead to division within a nation, and have lasting consequences. 7. Immigration leads to the economic development of an area with varied consequences. 18 Copyright 2004 by the.

10 Essential Questions The use of authentic or essential questions can support the teaching and learning of history, as well as provide a valuable indicator of student understanding. As the History-Social Science Assessment, Grades 6-8 represents only one measure of student learning, proposing common essential questions will challenge students to ponder the whys and hows of the world making those critical connections across time and place. Suggestions for use of Essential Questions Use questions as a pre- or post- assessment to gauge student understanding. Post questions in the classroom for visual reference throughout a unit of study. Pose questions to engage students interest and inquiry. Have students frame questions and research the answers to the questions. Pose questions as structured writing prompts. Pose questions as journal starters throughout a unit of study. Assign questions to student groups. Have them become experts and share their learning through a jigsaw activity. Grade Six The following essential questions were pulled from the History-Social Science Standards-based Implementation Models Template as they relate to and support the key knowledge and skills assessed within the History-Social Science Assessment, Grades 6-8. (The selected essential questions below only represent a portion of those found in the History-Social Science Standardsbased Implementation Models Template and are not intended to be all encompassing.) Grade 6 What role do artifacts play in helping to establish the historical timeline of the ancestors of present-day humans and prehistoric people? What geographic features are commonly found among the sites of many ancient cities? How do geographic features determine characteristics of certain civilizations? How did people in ancient civilizations interact with and change the environment? 19 Copyright 2004 by the.

11 Contact Information Information on assessment content or appropriate uses: Contact: Laurie Mosier History-Social Science Coordinator 6401 Linda Vista Road San Diego, CA (858) Ordering the History-Social Science Assessment, Grades 6-8: Contact: Graphics Department 6401 Linda Vista Road San Diego, CA (858) Scoring the History-Social Science Assessment, Grades 6-8: (A service provided for Schools only.) See Addendum packet for additional scoring and reporting information. Contact: Information Management Services 6401 Linda Vista Road San Diego, CA (858) Copyright 2004 by the.