sampler - san diego county ropkenneth ostroske, teacher, la paloma elementary, fallbrook jacqueline...

sampler

San Diego County Offi ce of Education

© Copyright 2004 by the San Diego County Offi ce of Education. No part of this publication may be reproduced by any means without the express written consent of the publisher.

H I S T O R Y - S O C I A L S C I E N C EASSESSMENT GRADES 6-8

TEACHER GUIDE

Acknowledgements

This project was coordinated and facilitated by Laurie Mosier, History-Social Science Coordinator for the San Diego County Offi ce of Education. Dennis Johnston, Ph.D., Director of Assessment, Accountability and Research for the San Diego County Offi ce of Education, consulted on the development of the test items and table of specifi cations, 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 ScienceCalifornia 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 Offi ce of Education

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 ConsultantSan 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 DirectorNational Center for History in the Schools

Ron Wagner, Teacher, Oak Grove Middle School, Jamul-Dulzura

Frank Wulftange, Teacher, Palm Middle School, Lemon Grove




TEACHER GUIDE


San Diego County Offi ce of EducationStandards-based Assessment

History-Social ScienceGrades 6-8

Background

Regional consortia in San Diego County identifi ed a need for standards-based support in the area of history-social science. As a result, the San Diego County Offi ce of Education facilitated the development of an assessment resource to support district administrators and teachers.

A series of content specifi c 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 fl exibility 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




TEACHER GUIDE

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



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TEACHER GUIDE Analysis BigItem Standard Skill Idea

1 8.1.2 Analyze the philosophy expressed in the Declaration of Independence … REP 4 8.1

2 6.4.1 Discuss the … development of city-states in the region of the Aegean Sea … 6.2, 6.4, 6.7

3 7.6.3 Understand the development of feudalism… 7.2, 7.5, 7.6

4 8.2.7 Describe the principles of … separation of powers … 8.1, 8.2

5 6.6.7 Cite the signifi cance of the trans-Eurasian “silk-roads” in

the period of the Han Dynasty and Roman Empire… 6.2, 6.4, 6.7

6 7.10.3 Understand the scientifi c method advanced by Bacon... 7.4, 7.5

7 8.8.2 Discuss …the concept of Manifest Destiny 8.4

8 8.1.1 Describe the relationship … between the Great Awakening

and the development of revolutionary fervor. CST 1 8.1

9 6.7.7 Describe … the spread of Christianity in Europe and Roman territories 6.6

10 6.6.3 Know …the fundamental teachings of Confucianism 6.5

11 7.11.6 Discuss how the principles in the Magna Carta were

embodied in …the American Declaration of Independence HI 2 7.3 -7.6

12 6.1.3 Discuss the … human modifi cations …that gave rise to the

domestication of plants and animals … 6.1, 6.2

13 7.9.1 List the causes for the internal turmoil in and weakening of

the Catholic church … 7.5, 7.6

14 8.6.6 Examine the women’s suffrage movement … REP 5 8.3, 8.5, 8.6

15 6.7.4 Discuss the infl uence of Julius Caesar and Augustus in Rome’s

transition from republic to empire 6.7

16 7.5.4 Trace the development of distinctive forms of Japanese Buddhism 7.2, 7.5, 7.6

17 8.5.1 Understand…the War of 1812 and know the major battles 8.3

18 7.11.5 Describe how democratic thought and institutions were infl uenced

by Enlightenment thinkers (e.g., John Locke…) 7.3 -7.6

19 8.9.3 Describe the signifi cance of the Northwest Ordinance in education

and in the banning of slavery in new states … 8.4, 8.5

20 8.1.2 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, 8.2

21 6.5.5 Know the life and moral teachings of Buddha … 6.3

22 8.3.5 Know the signifi cance 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, 8.2

23 6.2.9 Trace the evolution of language and its written forms. 6.1, 6.6

24 8.10.4 Discuss Abraham Lincoln’s presidency and his signifi cant

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).

H I S T O R Y - S O C I A L S C I E N C ECOMPREHENSIVE ASSESSMENT GRADES 6-8



Pre-

Publication

Preview

9. Which Roman emperor made Christianity the main religion in the Roman Empire?

A. Tiberius B. Nero C. Caesar Augustus D. Constantine

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 benefi ts of trial by jury"

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.

13. What event caused the beginning of the Reformation?

A. Selling indulgences B. Theory of predestination C. Infant baptism D. Changing beliefs among priests

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

A. spiritual and physical discipline as a path to enlightenment. B. chanting and provided personal strength. C. refi ned culture and the writing of poetry. D. modernization of the belief system to apply to their own times.



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TEACHER GUIDE

Assessment Answer SheetName Class Date

Directions: Bubble in the correct response.

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

26. A B C D 1. 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

41. A B C D 16. A B C D

52. A B C D

53. A B C D

54. A B C D

55. A B C D

67. A B C D

68. A B C D

69. A B C D

70. A B C D

66. A B C D

75. A B C D

74. A B C D

73. A B C D

72. A B C D

71. A B C D

51. A B C D

65. A B C D

64. A B C D

63. A B C D

62. A B C D

61. A B C D

60. A B C D

59. A B C D

58. A B C D

57. A B C D

56. A B C D



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TEACHER GUIDE

1 8.1.2 B2 6.4.1 D3 7.6.3 B4 8.2.7 D5 6.6.7 A6 7.10.3 C7 * 8.8.2 A8 ** 8.1.1 B9 6.7.7 D10 * 6.6.3 C11 * 7.11.6 D12 6.1.3 B13 7.9.1 A14 8.6.6 C15 6.7.4 A16 7.5.4 A17 ** 8.5.1 B18 7.11.5 D19 ** 8.9.3 A20 ** 8.1.2 B21 6.5.5 D22 8.3.5 B23 6.2.9 D24 8.10.4 C25 8.3.4 A26 ** 8.2.6 C27 7.4.3 B28 * 6.3.3 A29 7.6.3 B30 7.2.3 A31 7.6.7 A32 8.10.5 C33 ** 7.1.1 C34 6.3.2 B35 7.8.4 D36 ** 8.9.4 B37 7.8.2 C38 7.8.1 C

Answer Key & Item Alignment

39 7.10.2 B40 ** 8.11.2 D41 ** 8.7.1 B42 7.9.3 D43 ** 8.11.4 C44 7.8.5 D45 ** 8.12.4 B46 ** 8.3.4 A47 6.2.4 A48 7.2.2 C49 ** 7.4.1 C50 ** 8.8.3 A51 ** 8.8.4 A52 6.5.4 C53 7.7.3 B54 8.9.5 D55 7.3.5 B56 8.6.3 C57 7.5.6 A58 6.4.7 B59 8.4.2 A60 8.10.6 D61 8.7.3 B62 6.2.7 B63 ** 8.11.3 C64 8.10.4 A65 ** 8.2.4 D66 8.5.2 C67 6.4.3 C68 7.7.3 A69 6.3.2 B70 8.9.1 B71 7.6.5 A72 ** 8.2.3 D73 7.11.1 A74 6.4.8 C75 6.6.5 B

Item Number

H-SSStandard

AnswerKey

Item Number

H-SSStandard

AnswerKey

*Indicates change made in item stem and/or item distractor(s) after pilot administration. **Indicates new item added after item analysis of pilot administration.



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TEACHER GUIDE

Big Ideas that Transcend Ancient, World, and American HistoryThe following thought-provoking and comprehensive “big ideas” were developed by San Diego County 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 61. Exploration of the past leads to increased knowledge and understanding of the present.2. Physical geography infl uences 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.

5. Religious beliefs infl uenced the development of cultures just as cultures infl uenced 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.

Grade 71. Exploration of the past leads to increased knowledge and understanding of the present as well as the past.2. Physical geography infl uences the development of culture and trade.3. The exchange of goods, ideas, and values occurs through exploration and trade.

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 81. Political philosophies and major events infl uence the formation of constitutional governments.2. Confl icts and compromises result in the creation of constitutions that refl ect differing perspectives.3. Citizen participation is essential to the foundation and preservation of the U.S. political system.4. Geography infl uences 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.



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TEACHER GUIDE

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 SixThe 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 Standards-based Implementation Models Template and are not intended to be all encompassing.)

How do geographic features determine characteristics of certain civilizations?

How did people in ancient civilizations interact with and change the environment?

Grade 6

What role do artifacts play in helping to establish the historical timeline of the ancestors of present-day humans and pre-historic people?

What geographic features are commonly found among the sites of many ancient cities?



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TEACHER GUIDE

Contact Information

Information on assessment content or appropriate uses: Contact: Laurie Mosier

History-Social Science CoordinatorSan Diego County Offi ce of Education

6401 Linda Vista RoadSan Diego, CA 92111

(858) [email protected]

Ordering the History-Social Science Assessment, Grades 6-8:Contact: Graphics Department

San Diego County Offi ce of Education6401 Linda Vista RoadSan Diego, CA 92111

(858) 569-5391

Scoring the History-Social Science Assessment, Grades 6-8:(A service provided for San Diego County Schools only.)

See Addendum packet for additional scoring and reporting information.

Contact: Information Management ServicesSan Diego County Offi ce of Education

6401 Linda Vista RoadSan Diego, CA 92111

(858) 292-3540

sampler - san diego county ropkenneth ostroske, teacher, la paloma elementary, fallbrook jacqueline...

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