GRADE 5 Social Studies Classroom Assessment - Louisiana Believes

GRADE 5 Social Studies Classroom Assessment - Louisiana Believes

GRADE 5 Social Studies Classroom Assessment Task Early Colonization of North America This sample task contains a set of primary and authentic sources ...

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GRADE 5 Social Studies Classroom Assessment Task Early Colonization of North America This sample task contains a set of primary and authentic sources about the early colonization of North America.

Alignment

The questions in this task align to the following social studies grade-level expectations. 5.3.2

Describe cooperation and conflict among Native Americans, Europeans, and Africans

5.3.3

Identify the major European powers that colonized North America and explain their goals, challenges, and achievements

5.5.1

Describe ways in which location and environment influenced the settlements and land use in colonial America

5.6.2

Summarize the key ideas that influenced the development of colonial governments and their influence on the growth of American democracy

5.9.1

Describe trade between the Americas, Western Europe, and Western Africa during the colonial period

Contents

This sample task contains the following sections: • • • • • •

Primary and Authentic Sources Assessment Items Constructed Response Scoring Rubric Scoring Notes Printable Student Version

Task Directions •

• • •

Teachers may choose to use or modify this sample as part of an instructional lesson or as a formative or summative assessment. Teachers should provide students access to the printable student version of the task items, which excludes GLE alignment, answer keys, and scoring information. Students should then read or review the sources and answer the questions. For additional specifications about the task, please see the Assessment Guidance for grade 5.

GRADE 5 Social Studies Classroom Assessment Task Primary and Authentic Sources Read and study Sources 1 through 4 about early colonization. As you read, you may take notes in the space next to the documents or on page 5 in this answer document. Then use the documents to answer questions 1 through 12. Source 1: Map of Colonial North America

GRADE 5 Social Studies Classroom Assessment Task Source 2: Early Settlers to the English Colonies Chart

Source 3: Quote from Narraganset Native American, Miantonomo (1642)

“Our plains were full of deer, as also our woods, and of turkeys, and our coves [bays] full of fish and fowl. But these English having gotten our land, they with blades cut down the grass, and with axes cut down the trees; their cows and horses eat the grass, and their hogs spoil our clam banks, and we shall be starved.”

Source 4: Excerpt from African and Native Americans in Colonial and Revolutionary Time by Malinda Maynor Lowrey

...Joseph Louis Cook, the son of an African-American father and an Abenaki mother who had both been taken captive by the Iroquois. Cook himself was raised in the Mohawk community and played a prominent role fighting on behalf of the Continental Army during the American Revolution. The Mohawk are a matrilineal people (they trace their kinship and identity through their mothers), and so Cook would have likely identified himself as a member of the Iroquois confederacy; he married a Mohawk woman and served as a diplomatic chief of the Oneida

GRADE 5 Social Studies Classroom Assessment Task Item 1: Multiple Choice Which of the following statements best describes the relationship between Native Americans and Europeans in the early years of settlement? ☐A. ☐B. ☒C. ☐D.

Native Americans and Europeans were engaged in constant war in the early years of settlement. Europeans and Native American fought over the issue of African slavery in the early years of settlement. Native Americans and Europeans generally cooperated in the early years of settlement. Europeans and Native Americans did not interact in the early years of settlement.

Item 2: Multiple Choice Based on Source 4, which of the following is an example of how Africans and Indigenous peoples interacted in the Americas? ☐A. ☐B. ☒C. ☐D.

Enslaved Africans and Atakapa natives held the first Thanksgiving celebration. Indigenous peoples and French fur traders traded goods using the Mississippi River. African and Indigenous peoples intermarried, which led to cultural diffusion. Indigenous peoples constantly interacted with enslaved Africans to trade goods.

Item 3: Multiple Select Which of the following factors motivated Europeans to immigrate to the British colonies in North America? Select three correct answers. ☐A. the chance to move somewhere without European control ☒B. the ability to avoid religious persecution in Europe ☒C. economic troubles in Europe that caused people to lose their farmland ☐D. opportunities to join Native American tribes ☐E. promises by European rulers to share any gold found by settlers ☒F. opportunities to own land and support a family Item 4: Multiple Choice How did geography influence European patterns of settlement? ☒A. ☐B. ☐C. ☐D.

Europeans settled near water to improve access to trade. Europeans settled near mountains for protection. Europeans settled near grasslands to find a place to feed their animals. Europeans settled near rocky soil to have better agriculture.

GRADE 5 Social Studies Classroom Assessment Task Item 5: Multiple Select Which early challenges did most European settlers face when settling new colonies in the Americas? Select three correct answers. ☒A. starvation ☒B. disease ☐C. floods ☒D. poor soil ☐E. slave uprisings ☐F. extended droughts Item 6: Multiple Choice Based on Source 2, how did the colonists’ experience in Britain affect ideas on religion in the northeastern British colonies? ☐A. ☐B. ☒C. ☐D.

These colonies allowed new arrivals to the colony to practice any religion they chose. These colonies did not allow anyone to practice their religion. These colonies allowed for the free practice of religions that were not allowed in Britain. These colonies did not allow new arrivals to the colony to practice the established religion of the founders.

Item 7: Multiple Choice Which of the following factors was most likely responsible for conflicts between Native Americans and European settlers? ☐A. ☒B. ☐C. ☐D.

differences in religion competition for land spread of culture changes in geography

Item 8: Multiple Select How did Native Americans way of life change after the arrival of European settlers in North America? Select the two correct answers. ☒A. ☐B. ☒C. ☐D. ☐E.

They had access to more trade goods like axes, fish hooks, and cooking utensils. They imported more slaves to make life easier for tribal women. They lost control of resources as Europeans took them for their own survival. They gained wealth after finding more gold and silver using European methods. They changed their tribal governments at the request of Europeans.

GRADE 5 Social Studies Classroom Assessment Task Item 9: Multiple Select Based on Source 3, which of the following choices show conflict between the European settlers and Native peoples? Select the two correct answers. ☐A. ☒B. ☐C. ☐D. ☒E.

“…many of the Native peoples came amongst us and had an abundance of drink and food.” “...their cows and horses eat the grass...and we starved.” “...he married a Mohawk woman who served as a chief.” “The Native peoples have allowed deer and turkeys to roam the land.” “The English cut down the trees and grass of these peoples.”

Item 10: Multiple Choice Which of the following statements best describes the trade between the American Colonies and Western Europe during the colonial period? ☐A. Colonial assemblies created trade laws that limited Europeans’ access to many colonial ports. ☐B. Colonists purchased European raw materials, then processed and sold them as rum, weapons, and furniture. ☒C. European merchants bought colonial raw materials for low prices then sold them back to colonists as more expensive manufactured goods. ☐D. Several European governments stopped all trade with colonial merchants due to disagreements about prices and shipping costs.

GRADE 5 Social Studies Classroom Assessment Task Item 11: Technology-Enhanced Item Consider the British colonies listed in Source 2. Settlers had several motivations to create colonies in North America but gaining religious freedom and financial profits were two of the most common. Record each colony in the column of the chart that represents the main motivation of its founders . All options will be used.

Massachusetts

Pennsylvania

Maryland

Virginia

North Carolina

New York

Religious Freedom

Profits

Religious Freedom

Profits

Massachusetts

Virginia

Pennsylvania

New York

Maryland

North Carolina

Correct Answers:

GRADE 5 Social Studies Classroom Assessment Task

Item 12: Constructed Response Using the sources and your knowledge of early colonization, describe two ways in which the colonial period in North America has influenced the economic or social development of the United States.

Scoring Information Score Points

Description

2

Student’s response correctly identifies two ways that colonization has influenced the economic or social development of the United States and correctly explains the significance of each example.

1

Student’s response correctly identifies one way that colonization has influenced the economic or social development of the United States and correctly explains the significance of each example. OR Student’s response correctly identifies two ways that colonization has influenced the economic or social development of the United States and does not correctly explain the significance of each example.

0

Student’s response does not identify ways that colonization has influenced the economic or social development of the United States and does not explain the significance of each example.

GRADE 5 Social Studies Classroom Assessment Task

Scoring Notes: Economic influences: ● ● ●

Use of capitalism as guiding economic philosophy Dominance of the plantation economy in the southern region Reliance on enslaved people from Africa as primary labor source

Social influences: ● ● ●

The protection of religious freedom An emphasis on individual rights protected by government Use of a democratic system of government

The significance of these influences: ●













Capitalist principles emerge as the foundation of the colonial economy. The abundance of resources in North America made trade with Europe profitable. Merchants established lucrative trade. Cash crops became so profitable that the need for labor was greater than what the colonists could maintain without the use of slavery. The plantation system began with the importation of the first Africans to North American 1619 and continued through the first few decades of the twentieth century, when the New Deal incentivized shifts away from largescale agricultural economies. The debate over the use of enslaved people for labor divided the nation’s founders and contributed to the American Civil War. Several amendments to the U.S. Constitution outlawed slavery following the war, but the reliance on sharecroppers after the war and, more recently, migrant laborers carry with them a reminder of earlier labor forces. Several groups of European settlers came to North America to escape persecution over their religious beliefs, and they established the Massachusetts, Maryland, Pennsylvania, Connecticut, and Rhode Island Colonies. This free practice of religion was codified in the First Amendment to the U.S. Constitution and it remains a part of our rights to this day. The debate over individual rights during the colonial period was especially evident during the events leading to the American Revolution, when colonists asserted their rights to representation, free assembly, jury trials, and self-government. During the debate over the U.S. Constitution, antifederalists insisted on the explicit inclusion of these rights in a Bill of Rights to be added to the document. This insistence on the protection of explicitly identified individual rights continues today. Colonial assemblies were the best example of democratic governments. The principles of democracy were included in the new nation’s founding documents and have remained the guiding force for the American government for over 240 years. Accept other reasonable responses.

GRADE 5 Social Studies Classroom Assessment Task

Printable Student Version

Primary and Authentic Source Documents Read and study Sources 1 through 4 about early exploration. As you read, you may take notes in the space next to the documents or on page 5 in this answer document. Then use the documents to answer questions 1 through 12. Source 1: Map of Colonial North America

2

Source 2: Early Settlers to the English Colonies Chart

Source 3: Quote from Narraganset Native American, Miantonomo (1642)

“Our plains were full of deer, as also our woods, and of turkeys, and our coves [bays] full of fish and fowl. But these English having gotten our land, they with blades cut down the grass, and with axes cut down the trees; their cows and horses eat the grass, and their hogs spoil our clam banks, and we shall be starved.”

Document 4: Excerpt from African and Native Americans in Colonial and Revolutionary Time by Malinda Maynor Lowrey

...Joseph Louis Cook, the son of an African-American father and an Abenaki mother who had both been taken captive by the Iroquois. Cook himself was raised in the Mohawk community and played a prominent role fighting on behalf of the Continental Army during the American Revolution. The Mohawk are a matrilineal people (they trace their kinship and identity through their mothers), and so Cook would have likely identified himself as a member of the Iroquois confederacy; he married a Mohawk woman and served as a diplomatic chief of the Oneida

3

Item 1: Multiple Choice Which of the following statements best describes the relationship between Native Americans and Europeans in the early years of settlement? ☐A. ☐B. ☐C. ☐D.

Native Americans and Europeans were engaged in constant war in the early years of settlement. Europeans and Native American fought over the issue of African slavery in the early years of settlement. Native Americans and Europeans generally cooperated in the early years of settlement. Europeans and Native Americans did not interact in the early years of settlement.

Item 2: Multiple Choice Based on Source 4, which of the following is an example of how Africans and Indigenous peoples interacted in the Americas? ☐A. ☐B. ☐C. ☐D.

Enslaved Africans and Atakapa natives held the first Thanksgiving celebration. Indigenous peoples and French fur traders traded goods using the Mississippi River. African and Indigenous peoples intermarried, which led to cultural diffusion. Indigenous peoples constantly interacted with enslaved Africans to trade goods.

Item 3: Multiple Select Which of the following factors motivated Europeans to immigrate to the British colonies in North America? Select three correct answers. ☐A. the chance to move somewhere without European control ☐B. the ability to avoid religious persecution in Europe ☐C. economic troubles in Europe that caused people to lose their farmland ☐D. opportunities to join Native American tribes ☐E. promises by European rulers to share any gold found by settlers ☐F. opportunities to own land and support a family Item 4: Multiple Choice How did geography influence European patterns of settlement? ☐A. ☐B. ☐C. ☐D.

Europeans settled near water to improve access to trade. Europeans settled near mountains for protection. Europeans settled near grasslands to find a place to feed their animals. Europeans settled near rocky soil to have better agriculture.

4

Item 5: Multiple Select Which early challenges did most European settlers face when settling new colonies in the Americas? Select three correct answers. ☒A. starvation ☒B. disease ☐C. floods ☒D. poor soil ☐E. slave uprisings ☐F. extended droughts Item 6: Multiple Choice Based on Source 2, how did the colonists’ experience in Britain affect ideas on religion in the northeastern British colonies? ☐A. ☐B. ☐C. ☐D.

These colonies allowed new arrivals to the colony to practice any religion they chose. These colonies did not allow anyone to practice their religion. These colonies allowed for the free practice of religions that were not allowed in Britain. These colonies did not allow new arrivals to the colony to practice the established religion of the founders.

Item 7: Multiple Choice Which of the following factors was most likely responsible for conflicts between Native Americans and European settlers? ☐A. ☐B. ☐C. ☐D.

differences in religion competition for land spread of culture changes in geography

Item 8: Multiple Select How did Native Americans way of life change after the arrival of European settlers in North America? Select the two correct answers. ☐A. ☐B. ☐C. ☐D. ☐E.

They had access to more trade goods like axes, fish hooks, and cooking utensils. They imported more slaves to make life easier for tribal women. They lost control of resources as Europeans took them for their own survival. They gained wealth after finding more gold and silver using European methods. They changed their tribal governments at the request of Europeans.

5

Item 9: Multiple Select Based on Source 3, which of the following choices show conflict between the European settlers and Native peoples? Select the two correct answers. ☐A. ☐B. ☐C. ☐D. ☐E.

“…many of the Native peoples came amongst us and had an abundance of drink and food.” “...their cows and horses eat the grass...and we starved.” “...he married a Mohawk woman who served as a chief.” “The Native peoples have allowed deer and turkeys to roam the land.” “The English cut down the trees and grass of these peoples.”

Item 10: Multiple Choice Which of the following statements best describes the trade between the American Colonies and Western Europe during the colonial period? ☐A. Colonial assemblies created trade laws that limited Europeans’ access to many colonial ports. ☐B. Colonists purchased European raw materials, then processed and sold them as rum, weapons, and furniture. ☐C. European merchants bought colonial raw materials for low prices then sold them back to colonists as more expensive manufactured goods. ☐D. Several European governments stopped all trade with colonial merchants due to disagreements about prices and shipping costs.

6

Item 11: Technology-Enhanced Item Consider the British colonies listed in Source 2. Settlers had several motivations to create colonies in North America but gaining religious freedom and financial profits were two of the most common. Record each colony in the column of the chart that represents the main motivation of its founders . All options will be used. All options will be used. Massachusetts

Pennsylvania

Maryland

Virginia

North Carolina

New York

Religious Freedom

Profits

Item 12: Constructed Response Using the sources and your knowledge of early colonization, describe two ways in which the colonial period in North America has influenced the economic or social development of the United States.

7