MCAS Guide to History and Social Science Assessments February 2007 Massachusetts Department of Education Grade 5 History and Social Science Grade 7 History and Social Science Grades 10 and 11 U.S. History [Massachusetts Comprehensive Assessment System logo] Massachusetts Department of Education This document was prepared by the Massachusetts Department of Education. Dr. David P. Driscoll, Commissioner of Education Copyright © 2007 Massachusetts Department of Education Permission is hereby granted to copy any or all parts of this document for non-commercial educational purposes. Please credit the “Massachusetts Department of Education.” 350 Main Street, Malden, Massachusetts 02148-5023 781-338-3000 www.doe.mass.edu [Massachusetts Department of Education logo] Commissioner’s Foreword Dear Colleagues: The MCAS Guide to History and Social Science Assessments has been developed for two purposes: to help educators prepare students for MCAS History and Social Science assessments and to provide information about the MCAS History and Social Science test development process. The guide is organized into four parts. Part I provides an overview of the test and the test development process. Part II presents sample multiple-choice and open-response items from the grade 5 test. Parts III and IV provide the same information for the grade 7 and high school tests. Scoring guides and examples of student responses are also provided for open-response items at each grade level. The appendices present information about geography terms on the grade 5 and grade 7 tests, primary source documents used in constructing the high school test, and a list of standards that will not be assessed. Every item developed for each test is based on at least one learning standard, concept, or skill contained in the Massachusetts History and Social Science Curriculum Framework (August 2003). I urge teachers, curriculum developers, and principals to familiarize themselves with the information in this guidance document and to ensure that their courses are aligned with the learning standards in the Framework. I hope that this guide, together with the Framework, will help educators and the public understand the Commonwealth’s expectations for student performance in History and Social Science. Sincerely, David P. Driscoll Commissioner of Education Table of Contents Commissioner’s Foreword Part I: Overview of MCAS History and Social Science . . . . . . . . . . . . . . . . . .1 Part II: Grade 5 History and Social Science Sample Questions, Scoring Guides, and Student Responses. . . . . . . . . . . . . . . . . 9 Part III: Grade 7 History and Social Science Sample Questions, Scoring Guides, and Student Responses. . . . . . . . . . . . . . . . 29 Part IV: Grades 10 and 11 U.S. History Sample Questions, Scoring Guides, and Student Responses. . . . . . . . . . . . . . . 50 Appendix A. Climate Zone Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Appendix B Regions of the United States. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Appendix C Primary Documents for Document-Based Modules. . . . . . . . . . . . . . . . . . . . . . . 74 Appendix D Standards Not Assessed on MCAS in History and Social Science . . . . . . . . 75 Overview of MCAS History and Social Science Part I Framework Adoption and Program Implementation, 2002–2006 The current Massachusetts History and Social Science Curriculum Framework was approved by the Board of Education in October 2002 and disseminated widely to school districts and history and social science educators beginning in August 2003 (www.doe.mass.edu/frameworks/ current.html). The framework sets forth standards, concepts, and skills for each grade from pre- kindergarten to grade 7, two-year sequences for United States and world history to be taught at the district’s discretion between grade 8 and grade 11, and grade 12 electives for economics and American government. Throughout, the framework references significant themes and primary documents to stimulate students’ interest and provide a foundation for our understanding of the past. Developed with helpful comments from scores of pre-K through 12 educators and administrators, university faculty, and library, archive, and museum staff, among others, the framework identifies grades 5, 7, and 10 or 11 as the grades to be tested using MCAS in History and Social Science. The Department of Education began implementation of the History and Social Science testing program with question tryouts, assessments designed to test questions rather than students, in May 2005 and 2006. Competency Determination Requirement and MCAS Testing Schedule, 2007–2011 The Board of Education voted in October 2006 to add History and Social Science as a high school graduation requirement. As a result, students must meet the Competency Determination in U.S. History beginning with the class of 2012. Students completing their U.S. History sequence in grade 10 will begin testing for the Competency Determination in 2010. Students completing their U.S. History sequence in grade 11 will begin testing for the Competency Determination in 2011. Pilot testing for History and Social Science begins in 2007. The table below outlines the implementation schedule for all grade levels through 2011. Table 1: MCAS History and Social Science Implementation and Reporting Schedule, 2007–2011 Year Implementation Stage Data Reporting 2006 Board Adoption of Competency Determination Requirement Requires students in the class of 2012 and beyond to pass U.S. History test 2007 Pilot Test Raw scores; student item analysis 2008 Pilot Test Raw scores; student item analysis 2009 Operational Test (Year 1) Scaled scores and performance levels (student, school, district, and state) 2010 Operational Test (Year 2): Begins High School Competency Determination for Districts Testing Grade 10 Scaled scores and performance levels (student, school, district, and state) 2011 Operational Test (Year 3): Begins High School Competency Determination for Districts Testing Grade 11 Scaled scores and performance levels (student, school, district, and state) Test Structure Item Types The History and Social Science tests will include multiple-choice and open-response items. Multiple-choice items will comprise about 80% of the score points on the History and Social Science tests. These questions require students to select the correct answer from a list of four options. Multiple-choice items will be machine-scored by optical scanners. Correct answers will be assigned a score of 1 point. Incorrect answers will be assigned a score of 0 points. Open-response items will comprise about 20% of the score points on the History and Social Science tests. These questions require students to generate, rather than recognize, a response. Open-response items will receive a score from 0–4 points, based on item-specific scoring guides used by trained professional scorers. Open-response items will appear in thematic “modules” in the grades 5 and 7 and high school tests. Additionally, the high school assessment will contain document-based modules and a single stand-alone open-response item. The stand-alone open-response items will also receive a score from 0–4 based on item-specific scoring guides. The purpose and structure of the modules is described in greater detail in the “Open-Response Items” and “Module Types” sections (pages 7–8). Scoring guides and student responses at each score point can be found for each grade level in the sections that follow. Common Items and Matrix-Sampled Items At each grade level, MCAS student test booklets will be issued in multiple forms. When the test becomes operational, approximately three-quarters of the test items in each high school test will be identical (common items) across all test forms. At grades 5 and 7, approximately two-thirds of the test items will be common. The remaining items in each test booklet will vary (matrix- sampled items) from form to form. Matrix-sampled items will be used to equate test forms across MCAS administrations and to field-test items for possible future use as common items. When the tests become operational, individual student test scores will be based exclusively on common items. Tables 2 and 3 on the next page show the approximate distribution of items by type on each test form. The tables also show how score points will be distributed between multiple-choice and open-response items on each of the grade-level tests. Table 2: Approximate Distribution of Test Items Per Form by Item Type (Grades 5 and 7) Multiple-Choice Open-Response Total Items Per Test Form # of Items % of Total Score # of Items % of Total Score # of Items % of Total Score Common 32 80 2 20 34 100 Matrix-Sampled 16 0 2 0 18 0 Total Per Form 48 80 4 20 52 100 Table 3: Approximate Distribution of Test Items Per Form by Item Type (High School) Multiple-Choice Open-Response Total Items Per Test Form # of Items % of Total Score # of Items % of Total Score # of Items % of Total Score Common 44 78 3 22 47 100 Matrix-Sampled 14 0 3 0 17 0 Total Per Form 58 78 6 22 64 100 Content Areas: Scope and Sequence The test development effort in History and Social Science focuses on assessing student mastery of learning standards, concepts, and skills delineated in the Massachusetts History and Social Science Curriculum Framework. The framework outlines learning standards, concepts, and skills in four areas of study: History, Geography, Civics and Government, and Economics. Each test will assess student knowledge of content covered in the present school year and the previous school year. Table 4 summarizes the content covered at each grade level assessed. Table 4: Grade Level of Assessment, Curriculum, and Content on MCAS in History and Social Science Grade Level of Assessment Grade Level of Curriculum Content Covered (by Grade Level) 5 Grades 4 and 5 North American Geography (Grade 4) American History, pre-1400–1812 (Grade 5) 7 Grades 6 and 7 World Geography (Grade 6) Ancient and Classical Civilizations (Grade 7) High School Grades 9/10 or 10/11 U.S. History I (1763–1865) (Grades 9/10) U.S. History II (1865–2001) (Grades 10/11) Reporting Categories The tables below show the approximate distribution of items by reporting category at each grade level. The reporting categories reflect the curriculum at each grade level. Grade 5 Table 5: Approximate Distribution of Test Items by Reporting Category (Grade 5) Reporting Category Percentage North American Geography 35% American History (to 1820) 35% Civics and Government, Economics 30% Because the grade 4 and grade 5 curricula emphasize North American Geography and American History, the categories of Civics/Government and Economics will be combined for reporting purposes for the grade 5 test. Grade 7 Table 6: Approximate Distribution of Test Items by Reporting Sub-Category (Grade 7) Reporting Category Percentage World Geography: Category 1 Asia, including Australia and Oceana 25% World Geography: Category 2 Europe, Africa, and South America 25% Ancient/Classical Civilizations: Category 1 Human Origins and the Rise of Civilization (pre-history, Mesopotamia, ancient Egypt and Israel) 20% Ancient/Classical Civilizations: Category 2 Classical Greece and Rome 30% Economics learning standards will be assessed on the grade 7 test in keeping with the framework for grades 6 and 7. For reporting purposes, however, most Economics items on the grade 7 assessment will be reported under the category of World Geography. The World Geography standards for each region cover elements of economic as well as physical geography. Climate, major physical characteristics, population size, natural resources, and the location of major cities all touch on economic activities. The sample grade 7 module on Pakistan While the goal is balance between the numbers of items and score points in Civics/Government and Economics on the grade 5 test, the limited number of standards in each content area at grades 4 and 5 and the limited number of positions on test forms make perfect balance on every test form difficult to achieve. Instead of expecting an exact 15%–15% distribution between Civics/Government and Economics items and score points on every test form, educators should anticipate relative balance between these two content areas. The Department commits to a distribution of no more than 20% from one of these content areas and no less than 10% from another on any given test. on page 35 provides an example of how the test will assess Economics learning standards through items in the World Geography reporting category. Likewise, while Civics and Government learning standards will be assessed on the grade 7 test, in keeping with the framework for grades 6 and 7, test items assessing Civics and Government standards will be reported under the category of Ancient and Classical Civilizations. The sample grade 7 module on ancient Rome on page 42 provides an example of how the test will assess Civics and Government standards through items in the Ancient and Classical Civilizations category. To focus Geography instruction during the initial years of History and Social Science MCAS testing, geography modules may present stimulus materials (such as maps and climate, demographic, and economic data) based on the countries mentioned in the grade 6 standards labeled “optional” in the framework. High School Table 7: Approximate Distribution of Test Items by Reporting Category (High School) Reporting Category Percentage United States History I (to 1865) 30% United States History II (to circa 1990)2 30% Civics and Government 25% Economics 15% At the high school level, the framework contains few Geography learning standards. However, map-based questions on the high school test will be used to assess student knowledge of U.S. History. Item Development Items developed for History and Social Science are thoroughly reviewed to ensure the absence of bias, and field-tested to ensure acceptable performance. Every item developed for the test is based on at least one learning standard, concept, or skill contained in the Massachusetts History and Social Science Curriculum Framework. Each common item takes approximately two years to develop. To ensure the accuracy, performance, and lack of cultural or gender bias of any test item before it will be factored into a student’s test score, all common items undergo extensive review and field-testing. In addition to review by the Department, all newly developed items are also reviewed by several committees of educators before and after they are field-tested. (The section “Massachusetts Educators’ Involvement in MCAS Development” on page 8 discusses the roles of these committees.) Some items assessing learning standards in Civics and Government or Economics may be set in the context of events after 1990 (e.g., an item about impeachment may reference the Clinton presidency). Open-Response Items Most open-response items will ask students to draw on information presented to them through a “stimulus.” The stimuli provided will vary with the topic of the module and with the grade level of the assessment. The aim of a stimulus is to focus students’ thinking on an event or a period in time or to provide geographic, economic, and demographic information. Stimuli may include works of art, maps, graphs, charts, tables, and photographs for thematic open-response items or extended passages from primary source documents for document- based open-response items. Time for students to study the stimuli has been budgeted into the recommended time allotments for each test session. Students should be encouraged to take time to review the stimuli provided and to use the stimuli to the extent necessary to develop thorough and accurate responses. At each grade level, open-response items will be presented in a format called a “module.” Modules are topic-based sections of the test that contain introductory language, a stimulus, three multiple-choice questions related to the module topic, and a two- or three-part open-response item. (The sample modules presented in this document, taken from the 2005 question tryout, contain only two multiple-choice items.) Module Types: Thematic and Document-Based Modules on the grades 5 and 7 tests will focus on topics in History or Geography. The sample modules for grade 5 in this guide focus on topics in History only. Geography modules will appear for the first time at grade 5 on the 2007 pilot test and will remain a standard feature of the assessment thereafter. These modules will present grade-appropriate information in a similar manner to the grade 7 sample module on Pakistan presented on page 35 of this guide. Modules on the high school test will focus on topics in U.S. History or Civics and Government. The high school assessment will also present document-based modules. Document-based modules will follow the same structure as thematic modules, but use a primary source document from U.S. History as the stimulus. As with thematic modules, students should be encouraged to use the document to the extent necessary to develop thorough and accurate responses. Students should also be made aware that the documents themselves will seldom provide all the information necessary for a four-point score on the open-response question. Most document-based questions will require the student to demonstrate some prior knowledge of the context that makes the primary source document significant. A list of the eight primary source documents that will be used in the development of document- based modules is included in Appendix C. A list of documents that may be used as the basis for additional document-based modules in future years is currently under development. Stand-Alone Open-Response Items The high school test will also contain stand-alone open-response items. These items will provide high school students with additional opportunities to demonstrate their historical understanding in writing. Because stand-alone open-response items will be introduced with the 2007 pilot test, samples of this type of open-response item are not provided in Part IV of this document. Stand-alone open-response items may present a stimulus, such as a quotation from a historical document, an excerpt from a historian’s work, a map, chart, or bulleted list (of events in a sequence, amendments to the Constitution, etc.) as a prompt to the question that follows. Like the open-response questions found in modules, stand-alone open response questions will generally be two- or three-part questions, scored on a scale of 0–4 points. Massachusetts Educators’ Involvement in MCAS Development Assessment Development Committees (ADCs) play a vital role in the MCAS development process. Separate committees review the test items developed for grade 5, grade 7, and high school tests. Each committee is composed of approximately 12 professional educators from around the state. The majority of committee members are working schoolteachers; professional development service providers, curriculum developers, and school administrators may also be members. The role of the ADCs is to ensure that the Department and its contractors are developing a test that is faithful to the standards and realistic. Items appearing on the test are reviewed by the ADCs before and after field-testing. The ADCs review items based on five criteria: 1. Content accuracy 2. Grade level appropriateness 3. Match to a standard, concept, or skill from the Curriculum Framework that the item is intended to measure 4. Instructional value 5. Language precision/accessibility Based on these criteria, ADCs suggest edits or reject an item outright. A Bias Review Committee comprised of Massachusetts educators and administrators also reviews all MCAS items to ensure the absence of culturally and gender biased language before questions are field-tested and to ensure the absence of cultural and gender bias in performance after items are field-tested. In addition to ADC and bias reviews, test items at all grade levels also are scrutinized by an independent group of external expert content reviewers. These reviewers are scholars in the various sub-areas tested on MCAS. As with ADC members, external experts may suggest edits or reject an item outright. Part II Grade 5 History and Social Science: Sample Questions, Scoring Guides, and Student Responses Grade 5 History and Social Science: Sample Multiple-Choice Questions 1. A right that an immigrant gains upon becoming a citizen of the United States is the right to A. travel between states. B. avoid paying state taxes. C. vote in elections in the United States. D. become President of the United States. Curriculum Framework Learning Standard for Item 1 4.CS.4 Give examples of the major rights that immigrants have acquired as citizens of the United States (e.g., the right to vote, and freedom of religion, speech, assembly, and petition). (C) 2. Between 1787 and 1829, most white men in the United States A. were born in another country. B. gained the right to vote. C. received free land. D. owned slaves. Curriculum Framework Learning Standard for Item 2 5.28 Identify the changes in voting qualifications between 1787 and 1829 (e.g., the abolition of property requirements), and compare who could vote in local, state, and national elections in the U.S. with who could vote in England, France, and Russia. (H, C) 3. The photograph below shows a historic site in Washington DC. [Photograph of a domed building.] What is the name of the building in the photograph? A. the White House B. the Lincoln Memorial C. the United States Capitol D. the Smithsonian Institution Curriculum Framework Learning Standard for Item 3 4.13 Identify major monuments and historical sites in and around Washington DC (e.g., the Jefferson and Lincoln Memorials, the Smithsonian Museums, the Library of Congress, the White House, the Capitol, the Washington Monument, the National Archives, Arlington National Cemetery, the Vietnam Veterans Memorial, the Iwo Jima Memorial, and Mount Vernon). (G) 4. The map below shows the exports of the English colonies in the early 1700s. [Map of the English colonies and their exports, James A. Banks, et al., United States Adventures in Time and Place, (McGraw Hill: 2001).] According to the map, which product was exported by North Carolina? A. wood B. ships C. rice D. fish Curriculum Framework Learning Standards for Item 4 5.CS. Distinguish between political and topographical maps and identify specialized maps that show information such as population, income, or climate change. (G, H, E) 5.10 On a map of North America, identify the first 13 colonies and describe how regional differences in climate, types of farming, populations, and sources of labor shaped their economies and societies through the 1 th century. (H, G, E) 5. Which of the following leaders is widely considered the “Father of the Constitution”? A. Benjamin Franklin B. Andrew Jackson C. James Madison D. Roger Williams Curriculum Framework Learning Standard for Item 5 5.1 Describe the life and achievements of important leaders during the Revolution and the early years of the United States. (H, C) A. John Adams E. Thomas Jefferson B. Benjamin Franklin F. James Madison C. King George III G. George Washington D. Alexander Hamilton 6. The map below shows Mexico with four cities labeled A, B, C, and D. [Map of Mexico with four cities labeled.] Which letter on the map marks the location of Mexico City? A. A B. B C. C D. D Curriculum Framework Learning Standard for Item 6 4.23 On a map of North America, locate Mexico and its major cities. (G) 7. Which of the following national parks is located in the American Southwest? A. Acadia National Park B. Everglades National Park C. Grand Canyon National Park D. Mammoth Cave National Park Curriculum Framework Learning Standard for Item 7 Identify and describe unique features of the United States (e.g., the Everglades, the Grand Canyon, Mount Rushmore, the Redwood Forest, Yellowstone National Park, and Yosemite National Park). (G) 8. Which of the following best describes an entrepreneur? A. a person who works in a factory B. a person who leads an army to victory C. a person who starts a business to make a profit D. a person who makes treaties with other countries Curriculum Framework Learning Standard for Item 8 5.CS.12 Define what an entrepreneur is (a person who has started a business seeking a profit) and give examples from colonial history of an entrepreneur (e.g., Peter Faneuil and Benjamin Franklin). (E) Grade 5 History and Social Science: Sample Module The image below shows a painting of the signing of the Declaration of Independence. First, you will answer two multiple-choice questions about the Declaration of Independence. Then you will answer two parts of an open-response question about the events that led to the signing. [Painting of the signing of the Declaration of Independence, July 4, 1776. John Trumbull, Declaration of Independence, 4 July, 1776, (ca. 1786–1797), © Bettman, CORBIS.] Grade 5 History and Social Science: Sample Module Multiple-Choice Questions 9. Who was the main author of the Declaration of Independence? A. James Madison B. Thomas Jefferson C. George Washington D. Alexander Hamilton9 Curriculum Framework Learning Standard for Item 9 5.1 Describe the life and achievements of important leaders during the Revolution and the early years of the United States. (H, C) A. John Adams E. Thomas Jefferson B. Benjamin Franklin F. James Madison C. King George III G. George Washington D. Alexander Hamilton 10. What was the main purpose of the Declaration of Independence? A. to create a set of rules for a new government B. to persuade Great Britain to lower colonial taxes C. to gain the support of France in the American Revolution D. to explain the reasons for breaking away from Great Britain . Curriculum Framework Learning Standard for Item 10 5.1 Explain the meaning of the key ideas on equality, natural rights, the rule of law, and the purpose of government contained in the Declaration of Independence. (H, C, E) Grade 5 History and Social Science: Sample Module Open-Response Question 11. The Declaration of Independence was a response to American colonists’ anger at British actions. Three events that made colonists angry are listed in the box below. . The Stamp Act (1765) . The Boston Massacre (1770) . The Tea Act (1773) a. Choose one event from the list. Describe the event and explain why it happened. b. Explain why the event you chose in part (a) angered many colonists. Curriculum Framework Learning Standard for Item 11 5.15 Explain the reasons for the French and Indian War, how it led to an overhaul of British imperial policy, and the colonial response to these policies. (H, C, E) A. Sugar Act (1764) B. Stamp Act (1765) C. Townsend Duties (1767) D. Tea Act (1773) and the Intolerable Acts (1774) E. the slogan “no taxation without representation” F. the roles of the Stamp Act Congress, the Sons of Liberty, and the Boston Tea Party (1773) Grade 5 History and Social Science: Scoring Guide and Student Responses Scoring Guide for Item 11 Score Description 4 Student chooses one event from the list. Student thoroughly and accurately describes the event and explains why it happened. Student thoroughly and accurately explains why the event chosen in part (a) angered many colonists. 3 Student chooses one event from the list. Student generally describes the event and explains why it happened. Student generally explains why the event chosen in part (a) angered many colonists. 2 Student chooses one event from the list. Student describes the event in a limited way and explains why it happened. Student explains in a limited way why the event chosen in part (a) angered many colonists. 1 Student shows minimal understanding (e.g., discusses what happened without providing any explanation for why it happened or why it angered many colonists). 0 Student’s response is totally incorrect or irrelevant. Item 11: Sample Student Response Earning a Score of 0 [Sample student response earning a score of 0] Item 11: Sample Student Response Earning a Score of 1 [Sample student response earning a score of 1] Item 11: Sample Student Response Earning a Score of 2 [Sample student response earning a score of 2] Item 11: Sample Student Response Earning a Score of 3 [Sample student response earning a score of 3] Item 11: Sample Student Response Earning a Score of 4 [Sample student response earning a score of 4] Grade 5 History and Social Science: Sample Module The image below shows a painting of three ships from the European Age of Exploration. First, you will answer two multiple-choice questions about that time. Then you will answer two parts of an open-response question about one of the explorers from that time. [Painting showing Columbus's ships: the Nina, the Pinta, and the Santa Maria © Bettman, CORBIS] 12. The painting shows three ships named the Niña, the Pinta, and the Santa Maria. In 1492 these ships sailed from which country? A. England B. France C. Russia D. Spain 13. Which of the following places did the Spanish soldier Juan Ponce de León explore in his search for a “fountain of youth”? A. California B. Florida C. Mexico D. Venezuela Curriculum Framework Learning Standard for Items 12 and 13 5.3 Explain why trade routes to Asia had been closed in the 15th century and trace the voyages of at least four of the explorers listed below. Describe what each explorer sought when he began his journey, what he found, and how his discoveries changed the image of the world, especially the maps used by explorers. (H, G, E) A. Vasco Nuñez de Balboa B. John and Sebastian Cabot C. Jacques Cartier D. Samuel de Champlain E. Christopher Columbus F. Henry Hudson G. Ferdinand Magellan H. Juan Ponce de León I. Amerigo Vespucci Grade 5 History and Social Science: Sample Module Open-Response Question 14. Many explorers led voyages of exploration in the late 1400s and 1500s. Two of the best-known explorers are listed in the box below. . Christopher Columbus . Ferdinand Magellan a. Choose one explorer from the list. Describe what this explorer was seeking on his voyages. b. Identify and describe what this explorer discovered on his voyages. Support your answer with specific information from your knowledge of American history. Curriculum Framework Learning Standard for Item 14 5.3 Explain why trade routes to Asia had been closed in the 15th century and trace the voyages of at least four of the explorers listed below. Describe what each explorer sought when he began his journey, what he found, and how his discoveries changed the image of the world, especially the maps used by explorers. (H, G, E) A. Vasco Nuñez de Balboa B. John and Sebastian Cabot C. Jacques Cartier D. Samuel de Champlain E. Christopher Columbus F. Henry Hudson G. Ferdinand Magellan H. Juan Ponce de León I. Amerigo Vespucci Grade 5 History and Social Science: Scoring Guide and Student Responses Scoring Guide for Item 14 Score Description 4 Student chooses one explorer from the list. Student thoroughly and accurately describes what that explorer was seeking on his voyages. Student identifies and thoroughly and accurately describes what the explorer chosen in part (a) discovered on his voyages. 3 Student chooses one explorer from the list. Student generally describes what that explorer was seeking on his voyages. Student identifies and generally describes what the explorer chosen in part (a) discovered on his voyages. 2 Student chooses one explorer from the list. Student describes in a limited way what that explorer was seeking on his voyages. Student identifies and describes in a limited way what the explorer chosen in part (a) discovered on his voyages. 1 Student demonstrates minimal understanding (e.g., student lists one thing the explorer chosen in part (a) was seeking on his voyages). 0 Student’s response is totally incorrect or irrelevant. Item 14: Sample Student Response Earning a Score of 0 [Sample student response earning a score of 0] Item 14: Sample Student Response Earning a Score of 1 [Sample student response earning a score of 1] Item 14: Sample Student Response Earning a Score of 2 [Sample student response earning a score of 2] Item 14: Sample Student Response Earning a Score of 3 [Sample student response earning a score of 3] Item 14: Sample Student Response Earning a Score of 4 S[ample student response earning a score of 4] Part III Grade 7 History and Social Science: Sample Questions, Scoring Guides, and Student Responses Grade 7 History and Social Science: Sample Multiple-Choice Questions 1. Which of the following ancient civilizations was the first to develop a writing system, build an empire, and establish a law code? A. Egyptian B. Greek C. Mesopotamian D. Roman Curriculum Framework Learning Standard for Item 1 7.10 Describe the important achievements of Mesopotamian civilization. (H, C, E) A. its system of writing (and its importance in record keeping and tax collection) B. monumental architecture (the ziggurat) C. art (large relief sculpture, mosaics, and cylinder seals) 2. Which of the following is one reason Mongolia has a very low population density? A. It is frequently flooded. B. It has mainly a marshy terrain. C. It has little fertile land for growing crops. D. It is mostly covered by swamps and forests. Curriculum Framework Learning Standard for Item 2 6.CSA.3 Explain how the following five factors have influenced settlement and the economies of major Central and South Asian countries. (G) A. absolute and relative locations B. climate C. major physical characteristics D. major natural resources E. population size 3. Which of the following is the best example of a trade barrier? A. high tariffs B. competitive bidding C. high consumer demand D. limited natural resources Curriculum Framework Learning Standard for Item 3 6.11 Give examples of products that are traded among nations, and examples of barriers to trade in these or other products. (E) 4. The quotation below is from Hammurabi’s Code. If a son strikes his father, they shall cut off his hand . . . If [a man] has broken the bone of a man, they shall break his bone . . . If a man knocks out the teeth of his equal, his teeth shall be knocked out. —Hammurabi’s Code (ca. 1780 b.c./b.c.e.) Which principle of justice does this early code of law represent? A. trial by jury B. an eye for an eye C. might makes right D. innocent until proven guilty Curriculum Framework Learning Standard for Item 4 7.11 Describe who Hammurabi was and explain the basic principle of justice in Hammurabi’s Code (“an eye for an eye”). (H, C, E) 5. The box below lists sources of conflict between Athens and Sparta. . Athens’ and Sparta’s differing world views . the growth of Athens’ empire . Athens’ growing economic power Which of the following conflicts resulted from the causes listed above? A. the Trojan War B. the Gallic Wars C. the Persian Wars D. the Peloponnesian War Curriculum Framework Learning Standards for Item 5 7.5 Identify multiple causes and effects when explaining historical events. (H) 7.0 Analyze the causes, course, and consequences of the Peloponnesian War between Athens and Sparta. (H) 6. Aristotle founded the Lyceum in Athens in 335 b.c./b.c.e. What was the Lyceum? A. a hospital B. a market C. a temple D. a school Curriculum Framework Learning Standard for Item 6 7. Describe the purposes and functions of the lyceum, the gymnasium, and the Library of Alexandria, and identify the major accomplishments of the ancient Greeks. (H) 7. The graph below shows the Gross Domestic Product (GDP) per capita of four countries in 2002. [Graph showing GDP per capita of Norway, Taiwan, Australia, and Israel in 2002.] Based on the graph, which country most likely had the highest standard of living in 2002? A. Norway B. Taiwan C. Australia D. Israel Curriculum Framework Learning Standard for Item 7 6.CS.15 Compare the standard of living in various countries today using gross domestic product per capita as an indicator. (E) 8. The map below shows the Middle East. [Map of the Middle East with the city of Amman indicated.] Amman is the capital of which country? A. Jordan B. Kuwait C. Lebanon D. Syria Curriculum Framework Learning Standard for Item 8 6.WA.2 Use a map key to locate countries and major cities in the Middle East. (G, E) Grade 7 History and Social Science: Sample Module In the section below, you will be using three maps and one chart about Pakistan. First, you will answer two multiple-choice questions about Pakistan. Then you will answer two parts of an open-response question about settlement patterns and economic development in Pakistan. [Physical map of Pakistan, industry map of Pakistan, land-use map of Pakistan, and population chart of Pakistan's major cities.] Grade 7 History and Social Science: Sample Module Multiple-Choice Questions 9. Which city is the capital of Pakistan? A. Hyderabad B. Islamabad C. Karachi D. Lahore Curriculum Framework Learning Standard for Item 9 6.CSA.2 Use a map key to locate the countries and major cities in Central and South Asia. (G, E) 10. According to the physical map, where are forests found in Pakistan? A. the west B. the south C. the northeast D. the southeast Curriculum Framework Learning Standard for Item 10 6.CS.3 Interpret geographic information from a graph or chart and construct a graph or chart that conveys geographic information (e.g., about rainfall, temperature, or population size data). (G) Grade 7 History and Social Science: Sample Module Open-Response Question 11. Pakistan has a population of over 150 million people, but the population is not evenly distributed throughout the country. a. Identify where most people have settled in Pakistan. Support your answer with information from the maps, the chart, and your knowledge of Pakistan. b. Explain how the physical features of Pakistan have influenced its settlement patterns and economic development. Support your response with information from the maps, the chart, and your knowledge of Pakistan. Curriculum Framework Learning Standard for Item 11 6.CSA.3 Explain how the following five factors have influenced settlement and the economies of major Central and South Asian countries. (G, E) A. absolute and relative locations B. climate C. major physical characteristics D. major natural resources E. population size Grade 7 History and Social Science: Scoring Guide and Student Responses Scoring Guide for Item 11 Score Description 4 Student identifies where most people have settled in Pakistan. Student thoroughly and accurately explains how the physical features of Pakistan have influenced its settlement patterns and economic development. 3 Student identifies where most people have settled in Pakistan. Student generally explains how the physical features of Pakistan have influenced its settlement patterns and economic development. 2 Student identifies where most people have settled in Pakistan. Student explains in a limited way how the physical features of Pakistan have influenced its settlement patterns and economic development. 1 Student demonstrates minimal understanding (e.g., student cites where most people have settled in Pakistan). 0 Student’s response is totally incorrect or irrelevant. Item 11: Sample Student Response Earning a Score of 0 [Sample student response earning a score of 0] Item 11: Sample Student Response Earning a Score of 1 [Sample student response earning a score of 1] Item 11: Sample Student Response Earning a Score of 2 [Sample student response earning a score of 2] Item 11: Sample Student Response Earning a Score of 3 [Sample student response earning a score of 3] Item 11: Sample Student Response Earning a Score of 4 [Sample Student Response Earning a Score of 4] Grade 7 History and Social Science: Sample Module One theme of world history is the rise, fall, and lasting influence of ancient and classical civilizations. The box below lists some of the achievements of the civilization of ancient Rome. First, you will answer two multiple-choice questions about the rise and fall of the Roman Empire. Then you will answer three parts of an open-response question about the influence of Roman civilization on our world today. [List of achievements of Roman civilization.] Grade 7 History and Social Science: Sample Module Multiple-Choice Questions 12. Which of the following factors contributed most to the rise of Rome from a small city to a vast empire? A. the organization and skill of the Roman army B. the influence of Greek culture and learning on Rome C. the movement of the Roman capital to Constantinople D. the adoption of Christianity as an official Roman religion Curriculum Framework Learning Standard for Item 12 7.39 Describe the influence of Julius Caesar and Augustus in Rome’s transition from a republic to an empire and explain the reasons for the growth and long life of the Roman Empire. (H, E) A. military organization, tactics, and conquests; and decentralized administration B. the purpose and function of taxes C. the promotion of economic growth through the use of a standard currency, road construction, and the protection of trade routes D. the benefits of a Pax Romana 13. Which of the following groups was most responsible for the collapse of the Roman Empire in the 5th century? A. Carthaginian armies B. Catholic bishops C. Germanic tribes D. Greek slaves Curriculum Framework Learning Standard for Item 13 7.42 Explain how inner forces (including the rise of autonomous military powers, political corruption, and economic and political instability) and external forces (shrinking trade, attacks, and invasions) led to the disintegration of the Roman Empire. (H, E) Grade 7 History and Social Science: Sample Module Open-Response Question 14. The western half of the Roman Empire collapsed in the year a.d./c.e. 476. However, many contributions of Roman civilization survived. a. Identify and describe two achievements of ancient Rome listed in the box. Support your answer with your knowledge of ancient and classical history. b. Explain why the achievements you chose in part (a) were important to the spread of Roman civilization. Support your answer with your knowledge of ancient and classical history. c. Describe how the achievements you chose in part (a) remain useful to people today. Support your answer with your knowledge of ancient and classical history. Curriculum Framework Learning Standards for Item 14 7.43 Describe the contribution of Roman civilization to law, literature, poetry, architecture, engineering, and technology (e.g., roads, bridges, arenas, baths, aqueducts, central heating, plumbing, and sanitation). (H) 7.44 Explain the spread and influence of the Roman alphabet and the Latin language, the use of Latin as the language of education for more than 1,000 years, and the role of Latin and Greek in scientific and academic vocabulary. (H) 7.38 Describe the government of the Roman Republic and its contribution to the development of democratic principles, including separation of powers, rule of law, representative government, and the notion of civic duty. (H, C) Grade 7 History and Social Science: Scoring Guide and Student Responses Scoring Guide for Item 14 Score Description 4 Student thoroughly and accurately describes two achievements of ancient Rome listed in the box. Student thoroughly and accurately explains why each of the achievements chosen in part (a) was important to the spread of Roman civilization. Student thoroughly and accurately describes how each of the achievements chosen in part (a) is important to people today. 3 Student identifies and generally describes two achievements of ancient Rome listed in the box. Student generally explains why each of the achievements chosen in part (a) was important to the spread of Roman civilization. Student generally describes how each of the achievements chosen in part (a) is important to people today. 2 Student identifies and describes in a limited way two achievements of ancient Rome listed in the box. Student explains in a limited way why each of the achievements chosen in part (a) was important to the spread of Roman civilization. Student describes in a limited way how each of the achievements chosen in part (a) is important to people today. 1 Student demonstrates minimal understanding (e.g., student briefly describes one achievement of ancient Rome). 0 Student’s response is totally incorrect or irrelevant. Item 14: Sample Student Response Earning a Score of 0 [Sample student response earning a score of 0.] Item 14: Sample Student Response Earning a Score of 1 [Sample student response earning a score of 1.] Item 14: Sample Student Response Earning a Score of 2 [Sample student response earning a score of 2.] Item 14: Sample Student Response Earning a Score of 3 [Sample student response earning a score of 3.] Item 14: Sample Student Response Earning a Score of 4 [Sample student response earning a score of 4. ] Part IV Grades 10 and 11 U.S. History: Sample Questions, Scoring Guides, and Student Work Grades 10 and 11 U.S. History: Sample Multiple-Choice Questions 1. In his Farewell Address, President Washington warned the United States to avoid which of the following? A. trade relationships with European nations B. diplomatic relations with European powers C. permanent alliances with European powers D. immigration agreements with European nations Curriculum Framework Learning Standard for Item 1 HS.USI.22 Summarize the major policies and political developments that took place during the presidencies of George Washington (1789–1797), John Adams (1797– 1801), and Thomas Jefferson (1801–1809). (H, C) A. the origins of the Federalist and Democratic-Republican parties in the 1790s B. the conflicting ideas of Thomas Jefferson and Alexander Hamilton C. the Alien and Sedition Acts D. the Louisiana Purchase 2. How did the cotton gin affect the Southern economy from 1800 to 1860? A. It encouraged industrialization in the South. B. It promoted economic equality in the South. C. It strengthened Southerners' reliance on slavery. D. It increased Southerners' use of indentured servants. Curriculum Framework Learning Standards for Item 2 HS.USI.29 Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture. (H) HS.CS.7 Show connections, casual and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E) 3. Which of the following was an effect of the Taft-Hartley Act (1947) on labor unions? A. It prohibited labor unions from being segregated. B. It restricted the organizing activities of labor unions. C. It allowed labor unions to use dues for political activity. D. It guaranteed health benefits for members of labor unions. Curriculum Framework Learning Standard for Item 3 HS.USII.23 Analyze the following domestic policies of Presidents Truman and Eisenhower. (H) A. Truman’s Fair Deal B. the Taft-Hartley Act (1947) C. Eisenhower’s response to the Soviet’s launching of Sputnik D. Eisenhower’s civil rights record 4. Which of the following is a legal requirement of all United States citizens? A. to provide aid to the poor B. to vote in federal elections C. to serve on a jury if called D. to work for the community Curriculum Framework Learning Standard for Item 4 HS.USI.19 Explain the rights and responsibilities of citizenship and describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups. (H, C) 5. The Battle of Vicksburg was significant because it A. marked the end of Confederate invasions into Union territory. B. destroyed the South’s greatest city, devastating Confederate morale. C. gave the Union control of the Mississippi and split the Confederacy in two. D. created a moment appropriate for President Lincoln to proclaim Emancipation. Curriculum Framework Learning Standard for Item 5 HS.USI.39 Analyze the roles and policies of various Civil War leaders and describe the important Civil War battles and events. (H) Leaders A. Jefferson Davis B. Ulysses S. Grant C. Robert E. Lee Battles A. the Massachusetts 54th Regiment and the Battle at Fort Wagner B. Antietam C. Vicksburg D. Gettysburg 6. How did World War II impact the lives of African Americans from 1941–1945? A. African Americans were widely elected to public office. B. African Americans served with whites in desegregated military units. C. Civil rights reforms greatly improved the social status of African Americans. D. Defense industry jobs led many African Americans to migrate from the South. Curriculum Framework Learning Standard for Item 6 HS.USII.17 Explain important domestic events that took place during the war. (H, E) A. how war-inspired economic growth ended the Great Depression B. Philip Randolph and the efforts to eliminate employment discrimination C. the entry of large numbers of women into the workforce D. the internment of West Coast Japanese-Americans in the U.S. and Canada 7. During the Great Depression, the United States economy was mainly characterized by A. inflation. B. deflation. C. increasing wages. D. over-consumption. Curriculum Framework Learning Standard for Item 7 HS.CS.16 Define and use correctly gross domestic product, economic growth, recession, depression, unemployment, inflation, and deflation. (E) Grades 10 and 11 U.S. History: Sample Module The section below deals with this theme of American history: the evolution of the concepts of personal freedom and the respect for human dignity. The timeline below shows events that are important to this theme. First, you will answer two multiple-choice questions about the post-World War II women’s rights movement. Then you will answer two parts of an open-response question about the effectiveness of the women’s rights movement. [Time line showing important events in the United States women's rights movement.] Grades 10 and 11 U.S. History: Sample Module Multiple-Choice Questions 8. Who wrote The Feminine Mystique, a book that helped spark the women’s rights movement? A. Betty Friedan B. Phyllis Schlafly C. Eleanor Roosevelt D. Sandra Day O’Connor 9. Which of the following was the primary issue that the Equal Rights Amendment attempted to address? A. voting rights B. property rights C. employment rights D. reproductive rights Curriculum Framework Learning Standard for Items 8 and 9 HS.USII.27 Analyze the causes and course of the women’s rights movement in the 1960s and 1970s. (H) A. Betty Friedan and Gloria Steinem B. the birth control pill C. the increasing number of working women D. the formation of the National Organization of Women in 1966 E. the debate over the Equal Rights Amendment F. the 1973 Supreme Court case, Roe v. Wade Grades 10 and 11 U.S. History: Sample Open-Response Question 10. In the 1960s, the women’s rights movement regained some of the vigor and enthusiasm that it had lost after the passage of the Nineteenth Amendment, which gave women the right to vote in 1920. a. Identify one issue that was important to the women’s rights movement in the 1960s and 1970s. Explain why the issue you identified became important to women at this time. Support your answer with information from the timeline and your knowledge of U.S. history. b. Explain what gains, if any, the women’s rights movement has made since the 1960s in resolving the issue you identified in part (a). Support your answer with information from the timeline and your knowledge of U.S. history. Curriculum Framework Learning Standard for Item 10 HS.USII.27 Analyze the causes and course of the women’s rights movement in the 1960s and 1970s. (H) A. Betty Friedan and Gloria Steinem B. the birth control pill C. the increasing number of working women D. the formation of the National Organization of Women in 1966 E. the debate over the Equal Rights Amendment F. the 1973 Supreme Court case, Roe v. Wade Grades 10 and 11 U.S. History: Scoring Guide and Student Responses Scoring Guide for Item 10 Score Description 4 Student identifies one issue that was important to the women’s rights movement in the 1960s and 1970s. Student thoroughly and accurately explains why the issue identified became important to women at this time. Student thoroughly and accurately explains what progress, if any, the women’s rights movement made in resolving the issue identified in part (a). 3 Student identifies one issue that was important to the women’s rights movement in the 1960s and 1970s. Student generally explains why the issue identified became important to women at this time. Student generally explains what progress, if any, the women’s rights movement made in resolving the issue identified in part (a). 2 Student identifies one issue that was important to the women’s rights movement in the 1960s and 1970s. Student explains in a limited way why the issue identified became important to women at this time. Student explains in a limited way what progress, if any, the women’s rights movement made in resolving the issue identified in part (a). 1 Student demonstrates minimal understanding (e.g., student identifies one issue that was important to the women’s rights movement in the 1960s and 1970s). 0 Student’s response is totally incorrect or irrelevant. Item 10: Sample Student Response Earning a Score of 0 [Sample student response earning a score of 0] Item 10: Sample Student Response Earning a Score of 1 [Sample student response earning a score of 1] Item 10: Sample Student Response Earning a Score of 2 [Sample student response earning a score of 2] Item 10: Sample Student Response Earning a Score of 3 [Sample student response earning a score of 3] Item 10: Sample Student Response Earning a Score of 4 [Sample student response earning a score of 4] Grades 10 and 11 U.S. History: Sample Module In the section below you will be using selected amendments from the Bill of Rights of the United States Constitution. First, you will answer two multiple-choice questions about the Bill of Rights. Then you will answer two parts of an open-response question about the importance of the Bill of Rights. [Text of selected amendments from the Bill of Rights of the United States Constitution.] Grades 10 and 11 U.S. History: Sample Module Multiple-Choice Questions 11. Who among the following most influenced the passage of the Bill of Rights? A. John Adams B. Benedict Arnold C. James Madison D. Roger Williams Curriculum Framework Learning Standards for Item 11 HS.USI.7 Explain the roles of various founders at the Constitutional Convention. Describe the major debates that occurred at the Convention and the “Great Compromise” that was reached. (H, C) Major Debates A. the distribution of political power B. the rights of individuals C. the rights of states D. slavery Founders A. Benjamin Franklin B. Alexander Hamilton C. James Madison D. George Washington HS.USI.8 Describe the debate over the ratification of the Constitution between Federalists and Anti-Federalists and explain the key ideas contained in the Federalist Papers on federalism, factions, checks and balances, and the importance of an independent judiciary. (H, C) HS.USI.9 Explain the reasons for the passage of the Bill of Rights. (H, C) A. the influence of the British concept of limited government B. the particular ways in which the Bill of Rights protects basic freedoms, restricts government power, and ensures rights to persons accused of crimes 12. One legal protection guaranteed by the Sixth Amendment is that a person accused of a crime must be A. given a fair punishment. B. allowed access to a lawyer. C. tried for the crime only once. D. given a warrant for his arrest. Curriculum Framework Learning Standards for Item 12 HS.USI.9 Explain the reasons for the passage of the Bill of Rights. A. the influence of the British concept of limited government B. the particular ways in which the Bill of Rights protects basic freedoms, restricts government power, and ensures rights to persons accused of crimes HS.USI.14 Explain the characteristics of American democracy, including the concepts of popular sovereignty and constitutional government, which includes representative institutions, federalism, separation of powers, shared powers, checks and balances, and individual rights. Grades 10 and 11 U.S. History: Sample Module Open-Response Question 13. On September 12, 1787, George Mason of Virginia asked the delegates to the Constitutional Convention to add a bill of rights to the new plan of government. They voted not to do so. Four years later, the first ten amendments were added to the Constitution as the Bill of Rights. a. Choose one amendment from the selected amendments from the Bill of Rights. Explain why most Americans in 1791 believed the right or rights outlined in the amendment you chose were important enough to make them a part of the Constitution. Support your answer with information from the Bill of Rights and your knowledge of U.S. history. b. Choose another amendment from the selected amendments from the Bill of Rights. Explain why most Americans in 1791 believed the right or rights outlined in the amendment you chose were important enough to make them a part of the Constitution. Support your answer with information from the Bill of Rights and your knowledge of U.S. history. Curriculum Framework Learning Standards for Item 13 HS.USI.8 Describe the debate over the ratification of the Constitution between Federalists and Anti-Federalists and explain the key ideas contained in the Federalist Papers on federalism, factions, checks and balances, and the importance of an independent judiciary. (H, C) HS.US1.9 Explain the reasons for the passage of the Bill of Rights. (H, C) A. the influence of the British concept of limited government B. the particular ways in which the Bill of Rights protects basic freedoms, restricts government power, and ensures rights to persons accused of crimes Grades 10 and 11 U.S. History: Scoring Guide and Student Responses Scoring Guide for Item 13 Score Description 4 Student chooses one amendment from the selection of the Bill of Rights. Student thoroughly and accurately explains why Americans in 1791 believed the right or rights outlined in the amendment chosen were important enough to make them a part of the Constitution. Student chooses another amendment from the selection of the Bill of Rights. Student thoroughly and accurately explains why Americans in 1791 believed the right or rights outlined in the amendment chosen were important enough to make them a part of the Constitution. 3 Student chooses one amendment from the selection of the Bill of Rights. Student generally explains why Americans in 1791 believed the right or rights outlined in the amendment chosen were important enough to make them a part of the Constitution. Student chooses another amendment from the selection of the Bill of Rights. Student generally explains why Americans in 1791 believed the right or rights outlined in the amendment chosen were important enough to make them a part of the Constitution. 2 Student chooses one amendment from the selection of the Bill of Rights. Student explains in a limited way why Americans in 1791 believed the right or rights outlined in the amendment chosen were important enough to make them a part of the Constitution. Student chooses another amendment from the selection of the Bill of Rights. Student explains in a limited way why Americans in 1791 believed the right or rights outlined in the amendment chosen were important enough to make them a part of the Constitution. 1 Student demonstrates minimal understanding (e.g., student cites one reason for adding a bill of rights to the Constitution). 0 Student’s response is totally incorrect or irrelevant. Item 13: Sample Student Response Earning a Score of 0 [Sample student response earning a score of 0] Item 13: Sample Student Response Earning a Score of 1 [Sample student response earning a score of 1.] Item 13: Sample Student Response Earning a Score of 2 [Sample student response earning a score of 2] Item 13: Sample Student Response Earning a Score of 3 [Sample student response earning a score of 3] Item 13: Sample Student Response Earning a Score of 4 [Sample student response earning a score of 4.] Appendix A Climate Zone Descriptions Used in MCAS History and Social Science (Grades 5 and 7) Not all textbooks use the same terms to describe climate zones. For test development purposes, MCAS items in grades 5 and 7 adopt the climate zone descriptions found in the Nystrom Desk Atlas (Chicago: Nystrom, 2005). Text and maps in test items have been developed so that students who are familiar with other climate zone descriptions will be able to access information sufficiently to answer the questions asked. Because students may be used to other climate zone descriptions, MCAS tests will not ask students to define individual climate zones. Students who have been working with other descriptions will benefit from knowing the terms adopted to construct the test. Climate Zone Descriptions Continental: Cool Summer—Cool and wet summer, cold and very snowy winter Continental: Hot Summer—Hot and wet summer, cold and snowy winter Desert—Very dry all year Humid Subtropical—Hot and wet summer, mild and damp winter Ice Cap—Very cold all year Marine—Warm summer, cool and wet winter Mediterranean—Hot and dry summer, mild and rainy winter Savanna—Hot all year, with rainy and dry seasons Steppe—Semi-desert with occasional rain Sub-arctic—Short, cool summer and very cold, snowy winter Tropical Rain Forest—Hot and rainy all year Tundra—Dry and cool to very cold all year Appendix B Regions of the United States Used in MCAS History and Social Science (Grade 5) Geography questions on the grade 5 MCAS test in History and Social Science adopt the five regions of the United States identified in The National Geographic United States Atlas for Young Explorers (Washington, DC: National Geographic, 2004). A list of the regions and the states within them appears below. Midwest Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, Wisconsin Northeast Connecticut, Delaware, Maine, Maryland, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, Washington DC Southeast Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Virginia, West Virginia Southwest Arizona, New Mexico, Oklahoma, Texas West Alaska, California, Colorado, Hawaii, Idaho, Montana, Nevada, Oregon, Utah, Washington, Wyoming Students will also be expected to know that the New England region includes the states of Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont. Appendix C Current and Future Primary Documents for Document-Based Modules The Massachusetts History and Social Science Curriculum Framework designated certain primary documents as eligible for assessment on the U.S. History MCAS test. The list below presents the primary documents currently being used in the development of document-based modules. Other primary documents to be used in developing document-based modules are presently being reviewed. The Department will alert the field about this process as document selection moves forward. Documents for Current Document-Based Modules The Declaration of Independence (1776) The Constitution and the Bill of Rights (1787–1789) Federalist Number 10 (1787) Seneca Falls Declaration of Sentiments and Resolutions (1848) Abraham Lincoln, “The Gettysburg Address” (1863) Franklin Delano Roosevelt, “Four Freedoms” Speech (1941) John F. Kennedy, “Inaugural Address” (1961) Rev. Dr. Martin Luther King, Jr., “I Have a Dream” Speech (1963) Appendix D Standards Not Assessed on MCAS in History and Social Science The process of test development has revealed several standards presented in the Massachusetts History and Social Science Curriculum Framework that should be clarified for the purposes of assessment. The Department informed the field about a number of these standards in a Commissioner’s advisory on March 18, 2005 (www.doe.mass.edu/mcas/2005/news/ 0318hssqtryout.html). The list below extends that notice and provides additional details on what will and will not be asked about the standards identified below. Grade 4 Standards 4.1–4.7: Ancient China (p. 23) These standards outline an “optional” unit on Ancient China (3000–2000 BC/BCE). The grade 5 MCAS test will not assess this material. Standards 4.15 C and D: U.S. Immigration History (p. 25) The listing in these standards of numerous immigrant groups, countries of origin, and regions settled in the U.S. emphasizes more particulars than can be effectively assessed. Questions may be asked about immigration and citizenship in keeping with grade 4 Concepts and Skills standards 4 and 5, but detailed questions will not be asked about the immigration and assimilation of particular immigrant groups. Standard 4.16: Massachusetts Immigration History (p. 25) Detailed questions about the history of immigration in Massachusetts and the groups that settled here will not be asked. Students in grade 4 will be expected to demonstrate an understanding that immigrant groups have had and continue to have a profound influence on the state, the region, and the nation. Standard 4.21: Native Americans in Canada (p. 25) Items on the grade 5 assessment may pose general questions about the Native American experience in Canada dating from colonial times. Although students will be expected to identify the location of Inuit people and appreciate some basic aspects of traditional Native American life in Canada, students will not be asked to recall detailed information about specific Indian tribes in Canada. Standards 4.27–4.30: Central America and the Caribbean Islands (p. 26) These standards outline an “optional” unit on present day Central America and the Caribbean Islands. The grade 5 MCAS test will not assess this material. Grade 5 Grade 5 Concepts and Skills 10: Municipal Government (p. 28) Students will be expected to know that municipal government exists and that basic functions such as the running of schools and police and fire departments are usually carried out at the municipal level. Because the structure of municipal government may differ from one city or town to another, details about the structure of particular municipal governments will be left to individual schools and districts to teach and assess. Standard 5.15: British Imperial Policy and Colonial Response (p. 30) The list of policies and controversies does not include the Boston Massacre. However, judging by student responses to an open-response question that appeared on a question tryout, teachers instruct their students about this event in some detail. Thus, the Boston Massacre will remain one of the topics students may be given a choice to write about on future open-response questions. Standard 5.20: Articles of Confederation (p. 31) Students will not be asked in a detailed way why the Articles of Confederation failed. Rather, they will be expected to know that the Articles were the basis of the U.S. government before the Constitution and that they failed. Standards 5.33–5.35: Early to Mid 19th Century American History (p. 32) These standards, about the maritime trades, westward migration, and sectional conflict, extend chronologically beyond the scope envisioned in the “Assessment Plans” section of the framework (p. 12). They will not be assessed. Grade 6 Standards A.5, WA.5, CSA.4, SEAO.4, NEA.4, SAM.4: Independence Movements in the Developing World (pp. 35–39, 41) Although students will be expected to understand that many of the countries of the developing world were formerly colonies of the world’s imperial powers, detailed questions about independence movements in these countries will not be asked of students taking MCAS in grade 7, unless stimuli presenting political developments in any given region or country are provided for students to use in answering open-response questions. “Optional Topics for Study” Standards, All Categories (pp. 35–41) Data from the countries referenced in the “optional” topics sections for each category at grade 6 may be used to construct stimuli presented for students to use in answering open-response questions. Grade 7 Standard 7.15: Egyptian Polytheism (p. 44) Students will not be asked about the “roles of different deities” in Egyptian civilization. Standards 7.17-7.18: The Phoenicians (pp. 44–45) Students will not be asked to demonstrate their knowledge about the location of Phoenicia and the role of the Phoenicians in the development of Mediterranean civilization. Standard 7.33: Sports in the Olympic Games (p. 46) Students will not be asked about specific sports featured in the early Olympics. High School Standards US 1.11–1.21: The Formation and Framework of American Democracy (p. 67) These standards, which the framework codes as both History and Civics, will be assessed primarily as Civics. Students will be expected to demonstrate how the Constitutional systems established in Massachusetts and in the United States in the late 18th century continue to shape American democracy in our time.