Gr5SocStud

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OKLAHOMA SCHOOL TESTING PROGRAM

OKLAHOMA CORE CURRICULUM TESTS

TEST ANd ITEMSPECIFICATIONS

Social Studies

Grade 5

Oklahoma State Department of Education

Oklahoma City, Oklahoma

Revised

November2009

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Grae 5 Social Stuies Test an Item Specifcations i

OklahOma COre CurriCulum TesTs

TesT aND iTem sPeCiFiCaTiONs

Table of Contents

Ppo............................................................................................................................................1

Tt stct, Fot, nd scong ...........................................................................................2

Tt agnnt wtPASS ............................................................................................................2

Tt Bpnt .................................................................................................................................3

Dpt of knowdg ad by Tt it ...............................................................................4

unv Tt Dgn Condton .........................................................................................5

Ttng scd ...........................................................................................................................5

mtp-Coc it Gdn..................................................................................................7

st mt .........................................................................................................................7

Gn Condton .................................................................................................................8

Vocby......................................................................................................................................9

Ovvw of it spccton .................................................................................................10

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Grae 5 Social Stuies Test an Item Specifcations 1

Purpose

The purpose of the Grade 5 Social Studies Test is to measure Oklahoma students level of

prociency. On this test, students are required to respond to a variety of items linked to the

fth-grade Social Studies content standards identied in the Priority Academic Student Skills

(PASS). Each Social Studies Test form tests each identied content standard and objective listedbelow. The following standards and objectives are intended to summarize the knowledge as

identied in PASS.

PASS Contnt stndd nd Objctv

ey expoton

Expeditions (2.1)

Native American Reaction (2.2)

Coon ac

Settlements and Migration (3.1)

Colonial Life (3.2) Individuals and Groups (3.3)

acn rvoton

Causes and Results (4.1)

Declaration of Independence (4.3)

Individuals (4.4)

ey Fd Pod

Constitutional Provisions (5.2)

Ratification and Rights (5.3)

Gogpc s Maps/Charts/Graphs Usage (7.1)

Human/Environment Interaction (7.2)

Historical Places (7.3)

Westward Movement (7.4)

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Test Structure, Format, and Scoring

The Oklahoma Core Curriculum Tests consist of multiple-choice items. Each multiple-choice item

is scored as correct or incorrect. The students raw score is converted to a scaled score using the

number correct method. Of the total items, 10 items are eld-test items and do not contribute to the

students scaled score.

Contnt antTot

it

Tot

Opton

it

Tot

Fd Tt

it

Mathematics 55 45 10

Reading 60 50 10

Science 55 45 10

Social Studies 70 60 10

Test Alignment with PASS

Ct fo agnng t Tt wt tPASS stndd nd Objctv

1. Ctgoc Concnc

The test is constructed so that there are at least six items measuring each PASSstandard. The

number of items is based on estimating the number of items that could produce a reasonably

reliable estimate of a students mastery of the content measured.

2. Dpt of knowdg Contncy

The test is constructed using items from a variety of Depth of Knowledge levels that are

consistent with the processes students need in order to demonstrate proficiency for each

PASSobjective.

3. rng of knowdg Copondnc

The test is constructed so that at least 75% of the objectives for a PASSstandard have at least

one corresponding assessment item.

4. Bnc of rpntton

The test is constructed according to the Test Blueprint which reflects the degree of

representation given on the test to each PASSstandard and/or objective in terms of the

percent of total test items measuring each standard and the number of test items measuring

each standard and/or objective. The test construction shall yield a balance of representation

with an index of 0.7 or higher of assessed objectives related to a standard.

5. soc of Cng

Each test item is constructed in such a way that the major cognitive demand comes directly

from the targeted PASSobjective or concept being assessed, not from specialized knowledge

or cultural background that the test-taker may bring to the testing situation.

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Test Blueprint

The Test Blueprint reects the degree to which each PASSstandard and objective is represented on

the test. The overall distribution of operational items in a test form is intended to look as follows:

PASS

stndd & Objctv

id

Nb

of it fo

agnnt to

PASS*

id

Pcntg

of it **

ey expoton 8 13%

Expeditions (2.1) 4

Native American Reaction (2.2) 4

Coon ac 12 20%

Settlements and Migration (3.1) 4Colonial Life (3.2) 4

Individuals and Groups (3.3) 4

acn rvoton 12 20%

Causes and Results (4.1) 4

Declaration of Independence (4.3) 4

Individuals (4.4) 4

ey Fd Pod 8 13%

Constitutional Provisions (5.2) 4

Ratication and Rights (5.3) 4

Gogpc s 20 33%

Maps/Charts/Graphs Usage (7.1) 7

Human/Environment Interaction (7.2) 5

Historical Places (7.3) 4

Westward Movement (7.4) 4

Total Test 60 100%

* A minimum of 4 items is required to report results for an objective, and a minimum of 6 items is required to report

a standard. While the actual numbers of items on the test may not match the blueprint exactly, each future test will

move toward closer alignment with the ideal blueprint.

** Percents are approximations and may result in a sum other than 100 due to rounding.

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Depth of Knowledge Assessed by Test Items

The Oklahoma Core Curriculum Tests will, as closely as possible, reect the following Depth of

Knowledge distribution of items.

Gd 35Dpt of knowdg Pcnt of it

Level 1Recall and Reproduction 2025%

Level 2Skills and Concepts 6570%

Level 3Strategic Thinking 515%

Gd 68

Dpt of knowdg Pcnt of it

Level 1Recall and Reproduction 1015%Level 2Skills and Concepts 6570%

Level 3Strategic Thinking 1525%

lv 1 (Recall and Reproduction) asks students to recall facts, terms, concepts, and trends or

to recognize or identify specic information contained in graphics. This level generally requires

students to identify, list, or dene. The items at this level usually ask the student to recall who,

what, when, and where. Items that require students to describe and/or explain could be

classied at Level 1 or Level 2, depending on what is to be described and/or explained. A Level 1

describe and/or explain would require students to recall, recite, or reproduce information. Items

that require students to recognize or identify specic information contained in documents, excerpts,quotations, maps, charts, tables, graphs, or illustrations are generally Level 1.

lv 2 (Skills and Concepts) includes the engagement of some mental processing beyond recalling

or reproducing a response. This level generally requires students to: contrast or compare people,

places, events, and concepts; convert information from one form to another; give an example;

classify or sort items into meaningful categories; draw simple conclusions; or describe, interpret,

or explain issues and problems, patterns, reasons, cause and effect, signicance or impact,

relationships, points of view, or processes. A Level 2 describe and/or explain would require

students to go beyond a description or explanation of recalled information to describe and/or

explain a result or how or why.

lv 3 (Strategic and Extended Thinking) requires reasoning, using evidence, and a higher levelof thinking than Level 1 and Level 2. Students will go beyond explaining or describing how and

why to justifying the how and why through application and evidence. The cognitive demands

at Level 3 are more complex and more abstract than Level 1 or Level 2. Items at Level 3 can

include: drawing conclusions from multiple or complex stimuli; citing evidence; applying concepts

to new situations; using concepts to solve problems; analyzing similarities and differences in

issues and problems; proposing and evaluating solutions to problems; recognizing and explaining

misconceptions; or making connections across time and place to explain a concept or big idea.

Items may require planning, investigating, or developing. At this level, the cognitive demands may

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be high, the work may be very complex, and students may be required to: connect and relate ideas

and concepts within the content area; analyze and synthesize information from multiple sources;

examine and explain alternative perspectives across a variety of sources; and/or describe and

illustrate how common themes and concepts are found across time and place. Students may make

predictions with evidence as support.

NotThe descriptions are adapted from Review Background Information and Instructions,

Standards and Assessment Alignment Analysis, CCSSO TILSA Alignment Study, May 2124,

2001, Version 2.0.

For an extended description of each Depth of Knowledge level, see the student assessment Web site

at .

Universal Test Design Considerations

Universal design, as applied to assessments, is a concept that allows the widest possible range

of students to participate in assessments and may even reduce the need for accommodations

and alternative assessments by expanding access to the tests themselves. In the OklahomaCore Curriculum Tests, modications have been made to some items that simplify and clarify

instructions, and provide maximum readability, comprehensibility, and legibility. This includes

such things as reduction of language load in content areas other than Reading, increased font size,

fewer items per page, and boxed items to assist visual focus. Reading tests will have vocabulary at

grade level. In all other tests, the vocabulary level will be below the grade being tested except for

content words. Grades 3 and 4 will be one grade level below, and grades 5, 6, 7, and 8 will be two

grade levels below. These modications are evident in the sample items included in this document.

Testing Schedules

Each subject test, except Writing, is divided into two separate sections at grades 3, 4, and 5.

These two sections of the test may be administered on the same day with a break given betweenthe sections or on consecutive days. At grades 6, 7 and 8, each subject area test is meant to be

administered in a separate session. Students may be given additional time if needed, but additional

time will be given as an extension of the same testing period, not at a different time.

Writing Test

Approximately:

Distributing books, flling in the

Student Demographic Page,

reading directions

20 minutes

Administering the Writing Test

(not timed)

50 minutes

Total: 70 minutes

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Grae 5 Mathematics Grae 5 Reaing

Test Session Test Session

Section 1 Section 1

Approximately: Approximately:

Distributing books, flling in the

Student Demographic Page,

reading directions

25 minutes Distributing books, reading

directions

15 minutes

Administering the Mathematics

Test; no calculators are

allowe during this test

3040 minutes Administering the Reading Test 5060 minutes

Total: 5565 minutes Total: 6575 minutes

Section 2 Section 2


Distributing books, reading

directions


directions

5 minutes

Administering the Mathematics

Test; no calculators are

allowe during this test

3040 minutes Administering the Reading Test 4555 minutes


Grae 5 Social Stuies Grae 5 Science

Test Session Test Session

Section 1 Section 1



directions


directions

15 minutes

Administering the Social

Studies Test

3040 minutes Administering the Science Test 3040 minutes


Section 2 Section 2



directions


directions

5 minutes

Administering the Social

Studies Test

3040 minutes Administering the Science Test 4555 minutes


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Multiple-Choice Item Guidelines

All item stems clearly indicate what is expected in an item to help students focus on selecting aresponse.

Each multiple-choice item has a stem (question, statement, or incomplete statement, and/or

graphic component) and four answer (or completion) options, only one of which is correct. Multiple-choice item stems present a complete problem so that students know what to dobefore looking at the answer choices; students should not need to read all answer choices before

knowing what is expected.

Art incorporated within an item must be functional and assist students in determining the correctresponse.

In summary, test items assess whether students: understand relevant concepts and procedures;

communicate their understandings effectively in content specic terms; approach problems; and

develop viable solutions.

Stimulus Materials

Stimulus materials are the passages, graphs, models, gures, etc. that students must read and

examine in order to respond to items. The following characteristics are necessary for stimulus

materials:

1. When students are given information, data, or an experimental setup to evaluate, they should

know the research question and the purpose of the research.

2. Tables, graphs, reading passages, and illustrations provide sufficient information for assessment

of multiple standards.

3. Stimulus materials for a set of items may be a combination of multiple stimuli.

4. Information in stimulus materials is representative of concepts and principles described in PASS.

5. For conceptual items, stimulus materials are necessary but not conceptually sufficient for

student response.

6. There is a balance of graphic and textual stimulus materials within a test form. At least 50%

of the items have appropriate pictorial and graphical representations. Graphs, tables, or figures

are clearly associated with their intended items. Graphics appear either on the same page as the

stimulus or on the facing page.

7. The stimuli avoid subject matter that might prompt emotional distress on the part of the

students.

8. Permission to use stimuli from copyrighted material is obtained as necessary by the testing

vendor.

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General Considerations

It is necessary to create test items that are reliable, fair, and targeted to the PASSstandards listed

on the following pages. There are some general considerations and procedures for effective item

development. These considerations include, but are not limited to, the following:

1. Each test form contains items assessing standards and objectives listed in the Test Blueprint forthe specific grade and content area. In the Priority Academic Student Skills (PASS) document,

asterisks have been used to identify standards and objectives that must be assessed by the local

school district.

2. Test items that assess each standard are not limited to one particular type of response format.

Each item begins with a stem that asks a question or poses a clear problem. Stems may include

incomplete sentences in order to reduce unnecessary repetition of text.

3. Test items attempt to focus on content that is authentic and that grade-level students can relate

to and understand.

4. Test items are worded precisely and clearly. The more focused an item, the more reliable andfair it will be, and the more likely all students will understand what is required of them.

5. All items are reviewed to eliminate language that is biased or is otherwise likely to disadvantage

a particular group of students. That is, items do not display unfair representations of gender,

race, ethnicity, disability, culture, or religion; nor do items contain elements that are offensive to

any such groups.

6. All multiple-choice items, including the correct response and distractors, are similar in length

and syntax. Students should not be able to rule out a wrong answer or identify a correct response

solely because it looks or sounds different from the other answer choices. Distractors are created

so that students reason their way to the correct answer rather than simply identify incorrectresponses because of a distractors obviously inappropriate nature. Distractors should always

be plausible (but incorrect) in the context of the item stem. Correct responses are reasonably

distributed among As, Bs, Cs, and Ds. The distractors adopt the language and sense of

the material in the selection. Test items focus on reading skills and comprehension strategies,

avoiding measurement of a students feelings or values.

7. Items deal with issues and details that are of consequence in the stimulus and central to

students understanding and interpretation of the stimulus.

8. To the greatest extent possible, no item or response choice clues the answer to any other item.

No item stem or answer option provides clues to any other items answer, nor is the same fact of

the passage assessed more than once, including the same vocabulary or technical term.

9. Test items are tied closely and particularly to the stimuli from which they derive, so that the

impact of outside (prior) knowledge, while never wholly avoidable, is minimized.

10. The responses Both of the above, All of the above, None of the above, and Neither of

the above are not used.

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11. Most stems are positively wordedavoiding the use of the word not. If a negative is required,

the format is All of the following . . . except.

12. The material presented is balanced, culturally diverse, well-written, and of interest to students.

The stimuli and items are presented fairly in order to gain a true picture of students skills.

13. Across all forms, a balance of gender and active/passive roles by gender is maintained.

14. No resource materials or calculators may be used by students during the test.

Vocabulary

No single source is available to determine the reading level of various words. Therefore, the

appropriateness and difculty of a word is determined in various ways. Vocabulary words are

checked in the following: EDL Core Vocabularies in Reading, Mathematics, Science, and Social

Studies;Basic Reading Vocabularies; theLiving Word; or other reliable readability sources. In

addition to using the aforementioned printed resources to assist in creating vocabulary items, each

vocabulary item must be approved by Oklahomas Content Review Committee. The committee,

comprised of Oklahoma educators from across the state, reviews proposed vocabulary items forgrade level appropriateness. Reading tests will have vocabulary at grade level. In all other tests, the

vocabulary level will be below the grade being tested except for content words. Grades 3 and 4 will

be one grade level below, and grades 5, 6, 7, and 8 will be two grade levels below.

All items developed using these specications are reviewed by Oklahoma educators and

approved by the Oklahoma State Department of Education. The distribution of newly

developed items is based on content and process alignment, difculty, cognitive ability,

percentage of art/graphics, and grade-level appropriateness as determined by an annual

Item Development Plan approved by the Oklahoma State Department of Education.

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Overview of Item Specifications

For each PASSstandard, item specications are organized under the following headings:

PASSStandard and PASSObjective Item Specications

a. Emphasisb. Stimulus Attributes

c. Format

d. Content Limits

e. Distractor Domain

f. Sample Test Items

The headings PASSStandard and PASSObjective state the standard and objective being

measured as found in the Grade 5 Social Studies section of the Priority Academic Student Skills

document.

The heading Item Specications highlights important points about the items emphasis,stimulus attributes, format, content limits, distractor domain, and sample test items. Although it

is sometimes possible to score single items for more than one concept, all items in these tests are

written to address a single content standard as the primary concept.

Not bot t it spccton nd sp Tt it:

Wt t xcpton of contnt t, t t pccton gv ggton of wt

gt b ncdd bt do not gv n xtv t of wt cn b ncdd. The sample

test items are not intended to be denitive in nature or constructionthe stimuli and the test

items that follow them may differ from one test form to another, as may their presentations.

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PRIORITY ACADEMIC STUDENT SKILLS

sOCial sTuDies

Gd 5

The primary focus for fth-grade students relates to the history of the United States from

early European explorations to approximately 1850. However, for the Grade 5 criterion-

referenced test in Social Studies, the time frame is approximately 14921800, or from European

contact through the presidential election of 1800. Fifth graders will continue to learn

fundamental concepts in civics, economics, and geography. Students will study United States

times in our history. Fifth graders continue to review and strengthen map and globe skills, and

interpret geographical information presented in a variety of formats.

Asterisks (*) have been used to identify standards and objectives that must be assessed by the

local school district. All other skills may be assessed by the Oklahoma School Testing Program

(OSTP).

NOTe: Standard 1 process skills are integrated throughout the remaining content standards and

will be used to assess the content of standards 2, 3, 4, 5, and 7.

*stndd 1: T tdnt w dvop nd dontt t poc of oc td.

*1. Locate, gather, analyze, and apply information from primary and secondary sources

using examples of different perspectives and points of view.

*2. Construct timelines from significant events in United States history.

stndd 2: T tdnt w dcb t y xpoton of ac.

1. Examine the reasons for, the problems faced in, and the results of key expeditions ofPortugal, Spain, France, the Netherlands, and England (e.g., Columbus, Ponce de

Len, Magellan, Coronado, Corts, Hudson, Raleigh, and La Salle) and the

competition for control of North America.

2. Identify the impact of the encounter between Native Americans and Europeans.

stndd 3: T tdnt w xn t gowt nd dvopnt of coon ac.

1. Describe early European settlements in colonial America (e.g., Jamestown, Plymouth

Plantations, Massachusetts Bay, and New Amsterdam), and identify reasons people

came to the Americas (e.g., economic opportunity, slavery, escape from religious

persecution, military adventure, and release from prison).

2. Describe the similarities and differences (e.g., social, agricultural, and economic) in

the New England, mid-Atlantic, and southern colonies, and compare and contrast life

in the colonies in the eighteenth century from various perspectives (e.g., large

landowners, farmers, artisans, women, slaves, and indentured servants).

3. Relate the contributions of important individuals and groups (e.g., John Smith, John

Rolfe, Puritans, Pilgrims, Peter Stuyvesant, Roger Williams, Anne Hutchinson, Lord

Baltimore, Quakers, William Penn, and James Oglethorpe).

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stndd 4: T tdnt w xn t tng pct of t acn rvoton.

1. Describe the causes and results of conflicts between England and Colonial America

(e.g., the French and Indian War, Stamp Act, Boston Massacre, Intolerable Acts,

Battles of Lexington and Concord, Battle of Saratoga, and Battle of Yorktown).

*2. Give examples that show how scarcity and choice govern economic decisions (e.g.,Boston Tea Party and boycott).

3. Identify and interpret the basic ideals expressed in the Declaration of Independence (e.g.,

all men are created equal and life, liberty and the pursuit of happiness).

4. Recognize the contributions of key individuals and groups involved in the American

Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis

Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de

Lafayette, King George III, Hessians, and Lord Cornwallis).

stndd 5: T tdnt w dcb t cngng nton dng t y fd

pod.

*1. Explain the purposes of government.

2. Identify and interpret the basic ideals expressed in and the reasons for writing the

United States Constitution (e.g., weaknesses of the Articles of Confederation and

Shays Rebellion, and the goals listed in the Preamble), and outline the major

provisions of the Constitution, including the federal system and the three branches of

government.

3. Describe the struggles involved in writing the United States Constitution (e.g., the

interests of large states and small states and the major compromises over

representation in Congress), its ratification (e.g., Federalists vs. Antifederalists), andthe addition of the Bill of Rights; and explain the rights and responsibilities

of citizens.

*4. Describe the relationship between taxation and government services.

*stndd 6: T tdnt w xpo t gowt nd pog of t nw nton.

*1. Describe and sequence the territorial exploration, expansion, and settlement of the United

States, including the Louisiana Purchase, the Lewis and Clark expedition, and

the acquisitions of Florida, Texas, Oregon, and California.

*2. Explain the impact of Andrew Jacksons presidency (e.g., the role of the common

man in politics and the significance of Jacksons Indian policy).

*3. Relate some of the major influences on westward expansion (e.g., the Monroe

Doctrine, canals and river systems, railroads, economic incentives, Manifest Destiny,

and the frontier spirit) to the distribution and movement of people, goods,

and services.

*4. Identify the ways manufacturing and inventions (e.g., cotton gin, McCormick reaper,

and steam power) created an Industrial Revolution in the United States.

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*5. Examine the abolitionist and womens suffrage movements and their leaders (e.g.,

Frederick Douglass, William Lloyd Garrison, John Brown, Sojourner Truth, Harriet

Tubman, Harriet Beecher Stowe, Elizabeth Cady Stanton, and Susan B. Anthony).

stndd 7: T tdnt w vw nd tngtn gogpc .

1. Identify, evaluate and draw conclusions from different kinds of maps, graphs, charts,

diagrams, and other sources and representations, such as aerial and shuttle

photographs, satellite-produced images, the geographic information system (GIS),

encyclopedias, almanacs, dictionaries, atlases, and computer-based technologies; and

construct and use maps of locales, regions, continents, and the world that demonstrate

an understanding of mental mapping, relative location, direction, latitude, longitude,

key, legend, map symbols, scale, size, shape, and landforms.

2. Evaluate how the physical environment affects humans and how humans modify their

physical environment.

3. Analyze the physical characteristics of historical places in various regions and the

role they played (e.g., Jamestown for the English, St. Augustine for the Spanish, New

Orleans for the French, and the Cherokee lands in the Carolinas and Georgia) by

using a variety of visual materials and data sources at different scales (e.g.,

photographs, satellite and shuttle images, pictures, tables, charts, topographic and

historical maps, and primary documents).

4. Interpret geographic information to explain how society changed as the population of

the United States moved west, including where Native Americans lived and how they

made their living.

*5. Compare and contrast how different cultures adapt to, modify, and have an impact ontheir physical environment (e.g., the use of natural resources, farming techniques or

other land use, recycling, housing, clothing, and physical environmental constraints

and hazards).

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PASS stndd:

Standard 2: The student will describe the early exploration of America.

PASS Objctv:

1. Examine the reasons for, the problems faced in, and the results of key expeditionsof Portugal, Spain, France, the Netherlands, and England (e.g., Columbus,

Ponce de Len, Magellan, Coronado, Corts, Hudson, Raleigh, and La Salle) and

the competition for control of North America.

it spccton:

Emphasis:

Examine the problems faced by European countries in their efforts to colonize and controlNorth America.

Examine the results of key expeditions to the new world by European colonial powers.

Examine the competition European nations engaged in due to their efforts to controlNorth America.

Stimulus Attributes:

Test items may include maps, charts, graphs, tables, timelines, media, political cartoons,advertisements, and literature.

Format:

Items require students to analyze and explain European colonial issues described in givensource materials.

Content Limits:

Content should be limited to materials describing the European expansion and colonizationof North America provided by age-appropriate source materials.

Distractor Domain:

Incorrect answer choices include information possibly related to source materials butirrelevant to the question being asked.

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PASS2.1 Sample Test Items:

Depth of Knowledge: 2

Correct Answer: B

eopn xpoton of t Nw Wod ffctdton ong t xpong cont bc

ty

a formed trade alliances.

B competed for resources.

C cooperated to share information.

D developed a common form of money.


Correct Answer: C

in t 1600, t pntd by t X w

ttd by

a Spain.

B France.

C England.

D Portugal.

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Correct Answer: A

Wy dd Fnc wnt to conto t nd t t ot of t

mpp rv?

a to access shipping routes

B to start tobacco plantations

C to make cooperation with New Spain easier

D to prevent the growth of the British colonies

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PASS stndd:

Standard 2: The student will describe the early exploration of America.

PASS Objctv:

2. Identify the impact of the encounter between Native Americans and Europeans.

it spccton:

Emphasis:

Explain Native American ways of living prior to and following European exploration in thefteenth and sixteenth centuries.

Examine the effects of items (e.g., plants, animals, diseases) and cultural elements (e.g.,language, customs) exchanged between Native American and European settlers.



Format:

Items require students to make conclusions based on personal knowledge and from readings,graphs, charts, and other source materials provided.

Content Limits:

Topics include European nations engaging in seafaring and exploration (England, France,Portugal, Spain, the Netherlands), regions they explored (Central and South America, the

New World), and items they exchanged (tobacco, metal tools, food, weapons, fur, metal

kettles, the horse, etc.).

Distractor Domain:

Incorrect answer choices contain items similar to the correct answer but inappropriate in thecontext given. Choices also allow for the misinterpretation of provided data or source

materials.

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Correct Answer: C

Wt pt of t Ntv acn wy of fdd spn on ty to cng ot?

a food

B work

C religion

D housing


Correct Answer: B

Ntv acn tgt eopn to gow con.

how dd t eopn coont bnft fo t?

a Corn became an important cash crop.

B Corn became a primary source of food.

C Corn growing led to plantation farming.D Corn stalks were used as building material.


Correct Answer: C

how dd t eopn ty to cng t

Ntv acn ct?

a by opening trading for furs

B by planting corn as a food source

C by establishing Christian missions

D by building forts in the Shenandoah Valley

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PASS stndd:

Standard 3: The student will examine the growth and development of colonial America.

PASS Objctv:

1. Describe early European settlements in colonial America (e.g., Jamestown,Plymouth Plantations, Massachusetts Bay, and New Amsterdam), and identify

reasons people came to the Americas (e.g., economic opportunity, slavery, escape

from religious persecution, military adventure, and release from prison).

it spccton:

Emphasis:

Identify characteristics of European life in colonial America. Compare and contrast life in various colonial settlements.



Format:

Students identify early European settlements in colonial America.

Content Limits:

Content is limited to age-appropriate source materials related to European settlements incolonial America.

Distractor Domain:


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Correct Answer: D

how dd wt n 1607 ffct t ccof t Jtown coony?

a Spring storms wrecked their ship.

B The hot summer killed their cattle.

C Fall winds destroyed their shelters.

D The cold winter limited their harvest.


Correct Answer: D

Wc w t ot poftb xpot of

t Jtown ttnt?

a riceB cotton

C lumber

D tobacco

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Correct Answer: D

attnton!!!

sTrONG WOrkers arriVe

meN WOmeN ChilDreN

maY 11, 1690

Fo ONlY t Pc of T Pg to

Nofo, Vgn

h mny Wo

a yo nd

TheY Will WOrk FOr YOu FOr

3 to 7 Years!!!

T pop wo w contctd t t vnt w nown

a slaves.

B apprentices.

C wage earners.

D indentured servants.

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PASS stndd:


PASS Objctv:

2. Describe the similarities and differences (e.g., social, agricultural, and economic)in the New England, mid-Atlantic, and southern colonies, and compare

and contrast life in the colonies in the eighteenth century from various

perspectives (e.g., large landowners, farmers, artisans, women, slaves, and

indentured servants).

it spccton:

Emphasis:

Explain the similarities and/or differences between the New England, mid-Atlantic, andsouthern colonies.

Examine source materials to identify similarities and/or differences between social,agricultural, and economic life in the colonial period.



Format:

Items require students to examine different social, agricultural, and economic perspectivesabout colonial life based on appropriate source materials.

Content Limits:

Content should be limited to source materials describing colonial life (up to 1775) in the NewEngland, mid-Atlantic, and southern colonies.

Distractor Domain:


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Correct Answer: D

Dng t Coon e, pon wo wod nxcng fo t p f to Not ac w

cd

a a burgess.

B a freed slave.

C an apprentice.

D an indentured servant.


Correct Answer: D

at ft, t Gog coony w dffnt fo ot

sotn coon bc J Ogtop otwd

a indentured servants.

B private property.

C rearms.

D slaves.

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Correct Answer: A

A colonial American farmer needs to

buy some supplies. He tells the

shopkeeper that he will pay for the

supplies when he sells his crops at the

end of the summer. The shopkeeper

agrees to sell the supplies to the farmer.

T n xp of wt nd of conoc xcng?

a using credit

B writing checks

C trading for goods

D paying with cash

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PASS stndd:


PASS Objctv:

3. Relate the contributions of important individuals and groups (e.g., John Smith,John Rolfe, Puritans, Pilgrims, Peter Stuyvesant, Roger Williams,

Anne Hutchinson, Lord Baltimore, Quakers, William Penn, and

James Oglethorpe).

it spccton:

Emphasis:

Understand the signicance of key gures in the founding and settlement of the Britishcolonies in North America.

Identify the role of key individuals.



Format:

Students are presented with background or source materials relevant to the period or areasked to state answers from their own knowledge.

Content Limits:

Content includes source materials and secondary items from the founding of the colonies inthe 1600s up to the mid-1750s.

Distractor Domain:

Incorrect answer choices include information related to source materials but irrelevant to thequestion being asked.

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Correct Answer: A

rog W fondd rod ind pc ofgo fdo bc w

a cast out by the Puritans.

B inspired by the Quakers.

C encouraged by William Penn.

D persecuted by the king of England.


Correct Answer: B

Wt d rog W to v t mctt

By Coony?

a He wanted more land for his own farm.B He did not agree with the Puritan leaders.

C He thought that he should start his own religion.

D He wanted to learn about Native American culture.

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Correct Answer: C

In 1681, I received a charter to start a new colony. I made

this colony a safe place for Quakers, a religious group that

was not wanted in England. We practice religious freedom

in our colony and we have made peace with the Native

Americans. In our colony we have a city of brotherly love.

Wo cod v wttn t?

a James Oglethorpe

B Roger Williams

C William Penn

D John Smith

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PASS stndd:

Standard 4: The student will examine the lasting impact of the American Revolution.

PASS Objctv:

1. Describe the causes and results of conicts between England and ColonialAmerica (e.g., the French and Indian War, Stamp Act, Boston Massacre,

Intolerable Acts, Battles of Lexington and Concord, Battle of Saratoga, and

Battle of Yorktown).

it spccton:

Emphasis:

Identify historical concepts. Sequence events. Identify and analyze cause and effect.

Read and interpret graphs, maps, and charts. Identify and analyze relevant vs. nonrelevant factors. Use timelines.



Format:

Items require students to recall information and evaluate primary sources from the timeperiod, as well as contemporary source materials.

Content Limits:

Content should be limited to age-appropriate prompt materials and facts from the period.

Distractor Domain:

Incorrect responses may be composed of events from the time period leading up to theAmerican Revolution but inappropriate or immaterial to the item at hand.

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Correct Answer: B

Wc of t ppnd to c tnon btwn GtBtn nd t coont foowng t Fnc nd indn W?

a The British refused to trade with the colonists.

B The British raised colonial taxes to pay for the war.

C The colonists were forced to give up land to the British.

D The colonists no longer obeyed the orders of the British king.


Correct Answer: C

Wy w t Btt of stog potnt?

a It gave American troops time to escape from Valley Forge.

B It was the rst time the American Navy was called into action.

C The American victory persuaded the French to offer assistance.

D The large number of British troops forced Congress to draftmore soldiers.


Correct Answer: A

in t 1760, t acn coont ccd Gt Btn

of txton wtot pntton bc

a the colonists did not vote for the taxes.

B the colonists did not have to pay taxes.

C the parliament taxed all imported goods.

D the parliament only taxed wealthy citizens.

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PASS stndd:


PASS Objctv:

3. Identify and interpret the basic ideals expressed in the Declaration ofIndependence (e.g., all men are created equal and life, liberty and the pursuit

of happiness).

it spccton:

Emphasis:

Explain the basic ideals contained in the Declaration of Independence. Examine the reasons the founding fathers wrote the Declaration of Independence.


Test items may include maps, charts, graphs, tables, timelines, media, political cartoons,advertisements, literature, or quotes from the Declaration of Independence.

Format:

Items require students to evaluate the ideals contained in the Declaration of Independence.

Content Limits:

Content includes source materials that focus on the ideals that historically contributed to thecreation of the Declaration of Independence.

Distractor Domain:

Incorrect answer choices may include information possibly related to source materials butirrelevant to the question being asked.

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Correct Answer: B

On ppo fo wtng t Dcton of indpndnc w

a to appoint governors for each colony.

B to justify separation from British rule.

C to settle conicts with foreign nations.

D to express loyalties to the British Parliament.


Correct Answer: D

Wc docnt ttd tt t acn coon w no ong

nd Bt ?

a Mayower Compact

B Articles of Confederation

C United States Constitution

D Declaration of Independence

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Correct Answer: B

That whenever any Form of Government becomesdestructive of these Ends, it is the Right of the People to

alter or to abolish it, and to institute new Government. . .

Wc ttnt bt dcb t nng of t txt bov?

a New forms of government allow greater individual rights.

B Government exists only by the will of the people.

C Bad governments should be overthrown by force.

D Governments must engage in war to survive.

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PASS stndd:


PASS Objctv:

4. Recognize the contributions of key individuals and groups involved in theAmerican Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere,

Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson,

Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis).

it spccton:

Emphasis:

Identify key gures who made contributions to the American Revolution.



Format:

Items may require students to name key gures during the Revolutionary period. Items may require students to draw conclusions regarding how key gures contributed to the

American Revolution.

Items may also require students to match the key gure with their contribution to theAmerican Revolution.

Content Limits:

Content includes source materials and secondary data dealing with the Revolutionary period17631783.

Distractor Domain:


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Correct Answer: C

T son of lbty bt nown fo

a enforcing the Intolerable Acts.

B freeing slaves in the Spanish colonies.

C organizing protests against British rule.

D writing laws for the American colonies.

Depth of Knowledge: 2Correct Answer: B

Wt cton by kng Gog iii d to t

acn rvoton?

a He sold land in the colonies to Spain.

B He sent British troops to the colonies.

C He sent slaves in the colonies to Great Britain.

D He invited the French to help rule the colonies.


Correct Answer: A

Wc gop wod ot y g wt

d pntd n Common Sense?

a PatriotsB Loyalists

C British ofcials

D Native Americans

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PASS stndd:

Standard 5: The student will describe the changing nation during the early federal period.

PASS Objctv:

2. Identify and interpret the basic ideals expressed in and the reasons for writing theUnited States Constitution (e.g., weaknesses of the Articles of Confederation and

Shays Rebellion, and the goals listed in the Preamble), and outline the major

provisions of the Constitution, including the federal system and the three branches

of government.

it spccton:

Emphasis:

Explain the functions of each branch of government. Identify the duties carried out by each branch of government.

Explain the purpose of and examples of checks and balances.Stimulus Attributes:


Format:

Items may require students to distinguish between the functions of the branchesof government.

Items may require students to identify and describe the main provisions of theU.S. Constitution.

Content Limits:

Content is limited to the U.S. Constitution, its historical origins, and principles containedwithin.

Distractor Domain:


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Correct Answer: D

T d tt on ppo of t untd stt govnnt wto tb jtc ttd n wc toc docnt?

a Bill of Rights

B Articles of Confederation

C Declaration of Independence

D Preamble to the U.S. Constitution


Correct Answer: B

T u.s. Conttton gv Cong t pow

a to veto bills.

B to make laws.

C to appoint judges.

D to enforce amendments.


Correct Answer: D

in t u.s. govnnt, t jdc bnc cn t t pow

of t gtv bnc by

a vetoing bills.B overriding vetoes.

C approving federal judges.

D ruling laws unconstitutional.

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Correct Answer: D

Wc pt of t u. s. Conttton t t d?

a the Bill of Rights

B the Electoral College

C the amendment process

D the three branches of government

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PASS stndd:

Standard 5: The student will describe the changing nation during the early federal period.

PASS Objctv:

3. Describe the struggles involved in writing the United States Constitution (e.g.,the interests of large states and small states and the major compromises over

representation in Congress), its ratication (e.g., Federalists vs. Antifederalists),

and the addition of the Bill of Rights; and explain the rights and responsibilities

of citizens.

it spccton:

Emphasis:

Describe the issues confronting the new nation and the various interests involved. Explain what compromises were reached to resolve these conicts.

Identify and analyze cause and effect as it relates to individual rights.Stimulus Attributes:


Format:

Items may be presented which ask students to identify political and economic conicts andstate the methods used to resolve them.

Students may be asked to provide certain basic information and to read and interpret graphs,charts, and other prompts relating to the Constitution and its provisions.

Students analyze and identify constitutional amendments that protect personal liberties.

Content Limits:

Readings either from the period or more recently written, graphs, charts, and other promptmaterials may be provided where appropriate.

Assess the major concepts of the Constitution as they relate to the individual and to societyat large.

Distractor Domain:

Incorrect answer choices include information possibly related to source materials or givenconcepts but irrelevant or immaterial to the question being asked.

Incorrect answer choices include constitutional concepts inappropriate or misused in thecontext given; these items reveal knowledge or misunderstanding on the part of students.

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Correct Answer: B

On wy t Ft andnt potct ndvdgt by

a guaranteeing a trial by jury.

B securing freedom of religion.

C preventing cruel punishments.

D requiring rules for police searches.


Correct Answer: B

T ft tn ndnt to t u.s. Conttton

nown t

a Preamble.

B Bill of Rights.

C Articles of Confederation.D Declaration of Independence.

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Correct Answer: D

T Nw Jy Pn nd t Vgn Pn bot

ddd t tt confct ov

a natural resources.

B religious freedom.

C geographic boundaries.

D legislative representation.


Correct Answer: C

T T-Fft Copo n t u.s.

Conttton w wttn to ov t of

a womens rights.

B the presidents powers.

C determining representation.

D commerce between the states.


Correct Answer: A

Wt conttton gt do ltt to t edto n

nwpp bt dontt?

a speech

B petition

C religion

D assembly

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PASS stndd:

Standard 7: The student will review and strengthen geographic skills.

PASS Objctv:

1. Identify, evaluate and draw conclusions from different kinds of maps, graphs,charts, diagrams, and other sources and representations, such as aerial and shuttle

photographs, satellite-produced images, the geographic information system (GIS),

encyclopedias, almanacs, dictionaries, atlases, and computer-based technologies;

and construct and use maps of locales, regions, continents, and the world that

demonstrate an understanding of mental mapping, relative location, direction,

latitude, longitude, key, legend, map symbols, scale, size, shape, and landforms.

it spccton:

Emphasis:

Identify differing viewpoints through a variety of source materials. Demonstrate an ability to obtain information from various maps and globes.


Test items will include maps, graphs, charts, diagrams, geographical tools such as maps andglobes, and other sources and representations. Stimuli from the time period of early European

explorations of North America through the present-day may be used to assess geographic

skills.

Format:

Items require students to derive and interpret information from prompt materials consistingof political, physical, and thematic maps and globes.

Content Limits:

Content should be limited to media, political cartoons, advertisements, literature, andgeographical tools (such as maps and globes) appropriate for fth-grade students, and may

use materials from the periods of early European exploration through the present-day.

Distractor Domain:

Incorrect answer choices may include information possibly related to source materials butunrelated to the question being asked.

Incorrect answer choices may include information based on prompt materials but unrelated tothe question being asked.

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Correct Answer: C

Wt t of t fot?

a lake

B river

C state park

D mountains

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Correct Answer: D

On t p, t n d nb 1 t

a international date line.

B tropic of Cancer.

C prime meridian.

D equator.

Depth of Knowledge: 2Correct Answer: B

T y wod ot y b fond

on wc nd of p?

a Product

B Political

C Physical

D Climate

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Correct Answer: C

Dng t acn coon pod, t

ontn own on t p d t gtt

pct on wc gop of pop?

a Revolutionary War soldiers

B Native Americans moving to reservations

C colonists who wanted to move into the West

D merchants who wanted to trade with Europe

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PASS stndd:


PASS Objctv:

2. Evaluate how the physical environment affects humans and how humans modifytheir physical environment.

it spccton:

Emphasis:

Analyze and evaluate the impact the physical environment has on human activities. Analyze and evaluate the impact human activities have on the physical environment.


Test items may include geographical tools such as maps and globes. Stimuli from the timeperiod of early European explorations of North America through the present-day may be

used to assess geographic skills.

Format:

Items require students to examine the interaction between the physical environment andhuman activity.

Content Limits:

Content should be limited to human and environmental issues from the periods of earlyEuropean exploration through the present-day.

Distractor Domain:

Incorrect answer choices may include information related to source materials but unrelated tothe question being asked.

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Correct Answer: D

Wc ttnt bt dcb t gno ffct?

a Smoke in the air has harmed human health.

B Pollution from factories has caused acid rain.

C Building roads has damaged available farmland.

D Burning fossil fuels has changed the atmosphere.

Depth of Knowledge: 2Correct Answer: C

Wc t w ctd by pop wo vd n ot

ct wt tt vgtton?

a

B

C

D

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Correct Answer: A

Westward Movement

Rock

yM

ountain

s

N

S

EW

Atlantic

Ocean

Gulf of Mexico

Mis

si s

sip

pi

Ri

ver

Ohio

River

Appalachia

nMts

.

Key

Settled by 1790 Settled by 1850

Settled by 1820

By 1790, t acn font xtndd

wtwd to wc pyc ft?

a Ohio River

B Gulf of Mexico

C Rocky Mountains

D Mississippi River

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PASS stndd:


PASS Objctv:

3. Analyze the physical characteristics of historical places in various regions and therole they played (e.g., Jamestown for the English, St. Augustine for the Spanish,

New Orleans for the French, and the Cherokee lands in the Carolinas and Georgia)

by using a variety of visual materials and data sources at different scales (e.g.,

photographs, satellite and shuttle images, pictures, tables, charts, topographic and

historical maps, and primary documents).

it spccton:

Emphasis:

Demonstrate a basic understanding of important American historical sites.

Identify and describe patterns of migration and their results on American society.Stimulus Attributes:

Test items should include visual materials and data sources (e.g., photographs, satelliteand shuttle images, pictures, tables, charts, topographic and historical maps, and primary

documents). Stimuli from the time period of early European explorations of North America

through the present-day may be used to assess geographic skills.

Format:

Items require students to demonstrate familiarity with historical places and the effects ofpopulation changes.

Content Limits:

Content is in the form of primary and secondary sources, including, but not limited to,writings, maps, graphs, tables, and visual imagery, and may use materials from the periods of

early European exploration through the present-day.

Distractor Domain:

Incorrect answer choices may be based on misunderstandings and/or inaccurateinterpretations of subject materials.

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Correct Answer: C

Atlantic Ocean

Appalachian Mountains

Mississippi River

Dense forests

Wc t bt tt fo t t bov?

a Cultural Regions of the United States

B Largest Physical Regions of North AmericaC Obstacles to Early North American Settlement

D Locations of the First Revolutionary War Battles


Correct Answer: C

agct w o potnt to t

cono of otn coon tn to to

of t Nw engnd coon bc t

a climate was cooler.

B wind was less damaging.

C growing season was longer.

D rainfall was more predictable.

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Correct Answer: C

Coon Ct

Philadelphia, Pennsylvania

New Orleans, Louisiana

New York, New York

Jamestown, Virginia

Wc gogpc ft coon to t ct td?

a dense forests

B coal deposits

C river location

D warm climate

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PASS stndd:


PASS Objctv:

4. Interpret geographic information to explain how society changed as thepopulation of the United States moved west, including where Native Americans

lived and how they made their living.

it spccton:

Emphasis:

Identify how living environments, populations, and locations of Native American groups andEuropean settlers changed from Columbian contact to 1800.

Interpret maps, charts, and other source materials.


Test items may include maps, charts, graphs, tables, geographical tools such as maps andglobes, and other source materials (e.g., writings and visual imagery). Stimuli from the time

period of early European explorations of North America through the present-day may be

used to assess geographic skills.

Format:

Items require students to identify change over time and give reasons why this changeoccurred as it relates to Native Americans and settlers.

Content Limits:

Content is in the form of primary and secondary sources, including, but not limited to,writings, maps, graphs, tables, and visual imagery. An example would be the impact on

Native Americans. Materials from the periods of early European exploration through the

present-day may be used.

Distractor Domain:

Incorrect answer choices may be based on misunderstandings and/or inaccurateinterpretations of the given materials and/or stimulus.

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PASS7.4 Sample Test Item:


Correct Answer: D

T Pn indn gtd oftn bc ty

a wanted to nd a better climate.

B wanted to build permanent homes.

C were looking for new land to farm.

D were searching for buffalo herds to hunt.


Correct Answer: D

ey eopn tt cngd t v of Ntv acn

t ot by t

a fur trade that they shared.

B food supplies that they shared.

C new ways of hunting that they taught.

D contagious epidemic diseases that they carried.

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Grade 5 Social Studies Test and Item Specifcations 53


Correct Answer: B

Key

= 20,000 residents

Population of Tennessee,

1790 and 1830

1790

1830

According to the 1790 U.S. Census, most of Tennessee had fewer than two

residents per square mile. By 1830, large parts of Tennessee had betweeneighteen and forty-five residents per square mile.

What is the most likely reason for this change?

A Land was cheaper in 1830 than it had been in 1790.

B Before 1830, some native tribes had left and settlers moved in.

C Before 1830, large gold deposits were found and miners moved in.

D Census-takers could get more accurate records of the population in 1830.

Gr5SocStud

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