Nonci’s schedule for Wednesday shown. ‘Move the Ist Amendment freedom that alows Nanc! to Patlcipote in each of Ihese Sctiviies into each blank box. *# You do not need fo use all the freedoms shown, Schedule for Wednesday 5:00-6:00 p.m. Attend Young Citizens Group meeting about recycling progam 600-7:00 pm. Write on ortcle for the loca! newspaper about recycling 700-800 pm. Collect signatures supporting a city recycling progiem Frceaomal) (reedemal) [Feedomal] [Fresdomal ‘Sonor | ["Fettons| [tote | ["Seigon Points Possible: 1 Content Standard: Government Content Statement: The U.S. Constitution establishes a system of limited government and protects ci are addressed in the Firs! Amendment. (8.19) ‘ens’ rights; five of these rights 58Scoring Guidelines For this item, a full-credit response includes “Freedom of Assembly" at “Attend Young Citizens Group meeting about recycling” AND “Freedom of the Press” at “Write an article for the local newspaper about recycling” AND “Freedom of Pefition” at “Collect signatures supporting a city recycling program" (1 point} 59Grade 4 Social Studies EOY Practice Test Question 11 Sample Responses 6Sample Response: 1 point INancis schedule for Wednesday is ‘Schedule for Wednesday Move the Ist Amendment freedom that aiaws Nanci to eee atticipate in each of these 00 SOO pita Alten Neti Class ctiviies ito each blank box. Grovpmeeing avout feedom9 cee Fessonejowee ove S10-7000m wean erewtor FRET re emu. acct choe coe ieee Boacieann fresdom of Pettion Notes on Scoring This is a 1-point item and students need to answer all three freedoms correctly into the boxes. No partial credit is given for this question. 62Sample Responses: 0 points Nanci's schedule for Wednesday is shown, Move the Ist Amendment teedom that olows Nanci to participate in each of these Sctivities nto each blank box. '* Youdo not need to use all the freedoms shown. Schedule for Wednesday 500-600 p.m. Altend Young Citizens Group meeting abou’ recycing program 600-7:00pm, Write an article for {[Reedom of [Freedom off the loco! newspaper Religion | Pettton. about recycing 700-800 p.m. Collect signotures supporting @ city reeycing progam Froodom of| the Press Nanci's schedule for Wednesday is shown. Move the Ist Amendment teedom that dlows Nanci to participate in each of these Gctivilies into each blank box * You do not need to use all the freedoms shown, Schedule for Wednesday 5:00-6:00 pm, Attend Young Citizens Group meeting about recycling program Write on article for te local newspaper about wecycting Collect signatures suppoting a city recycing progam 600 -7:00 p.m. 7:00-8:00 pm Frocdom of Assomby | Fresdomot | Feinion 63Grade 4 Social Studies EOY Practice Test Question 12 Question and Scoring Guidelines 65Question 12 Identity one reason why Ohio wos an important part of the Underground Railroad. Type your answer in the space provided. Points Possible: 1 Content Standard: History Content Statement: Sectional issues divided the United States after the War of 1812. Ohio played a key role in these issues, particularly with the anti-slavery movement and the Underground Railroad. (B.7)Scoring Guidelines Score Point 1 point 0 points Description Response includes one of the following + Slaves could cross the Ohio River into freedom. * It was on the other side of/bordered/touches/next to the Ohio River * Northern State/free state + It’s in the North + Borders a slave state + I's next to/touches/on the other side of a slave state * Close to/next to Canada * Many people in Ohio opposed slavery * People in Ohio helped/were friendly to slaves + There were safe houses in Ohio The response does not meet the criteria required to earn one point. The response indicates inadequate or no understanding of the task and/or the idea or concept needed to answer the item. It may only repeat information given in the test item, The response may provide an incorrect solution/response and the provided supportive information may be irrelevant to the item, or possibly, no other information is shown. The student may hove written on a different topic or written, "I don't know." 67Grade 4 Social Studies EOY Practice Test Question 12 Sample Responses 69Sample Responses: 1 point Identity one reason why Ohio was an important par! of the Underground Ralkoad. Type your answer in the space provided. | was inportan! part of the role because ohioines helped slaves in the. Underground rairoad ecscape. Notes on Scoring This student response is an expression of the reason identified in the seventh bullet under the 1-point Scoring Guidelines. Identity one reason why Ohio was an important part of the Underaround Railroad, Type your answer in the space provided, [One reason why | think Ohio was important for the Underground Railroad is | Decavse ils near Canada and that is were the Underground Railroad ended, Noles on Scoring This student response is an expression of the reason identified in the fifth bullet under the 1-point Scoring Guidelines. 70dently one reason why Ohio was an important part of the Underground Raioad. Type your answer in the space provided. [pecans cto eed teh staves otepe | | | Notes on Scoring This student response is an expression of the reason identified in the third bullet under the 1-point Scoring Guidelines. nSample Responses: 0 points Identify one reason why Ohio was an important part of the \desaround Raioad, Iype your answer in the space provided. ‘One reason Ohie was an important part el the Underground Railroad is there was plenty of space there. Notes on Scoring This student response is too vague to correctly/successfully provide reason, Identity one reason why Ohio was an important part of the Underground Raita, Type your answer in the space provided. ‘Ohio was an important part of the underaround rairoad beacause, the Underground Rallground started in the state of Ohio, Notes on Scoring This student response incorrectly associates Ohio with the start of the Underground Railroad. 72‘dently one reason why Ohio was an important part of the Underground Ralroad, Type your answer in the space provided. ohio was am important part of the underground raltoad was under ohio Notes on Scoring This student response incorrectiy places the Underground Railroad under Ohio. 73Grade 4 Social Studies EOY Practice Test Question 13 Question and Scoring Guidelines 75Question 13 Abar graph of data is shown. Populations of Selected Major Cities in Ohio (2000) 800,000: 600,000: | 400,000: 200,000: | leveland Akron Dayton Toledo Columbus Cities Which conclusion can be drawn by looking at this bar graph? In 2000, Akron had a population of fewer than 200,000 residents. In 2000, Columbus had a similar population to that of Cleveland. In 2000, Cleveland had a population of more than 500,000 residents. In 2000, Toledo had a lower population than Akron and Dayton combined. Points Possible: | Content Standard: Government Content Statement: Civic participation requires individuals to make informed and reasoned decisions by accessing and using information effectively. (4.16) 76Scoring Guidelines Rationale for Option A: Akron had more than 200,000 residents. Rationale for Option B: Columbus had a much higher population than Cleveland. Rationale for Option C; Cleveland actually had less than 500,000 residents. Rationale for Option D: Key - The combined population of Dayton and Akron would have been approximately 400,000, about 75,000 more than the population of Toledo. Sample Response: 1 point bar graph of data is shown, Populations of Selected Major Cities in Ohio (2000) 800.000: aed Fz] 400,000, i Population 200.000: a 1 cs or ee ae - Which conclusion can be drawn by locking at this bar graph? ® 1m 2000, Akron had a population of fewer than 200,000 residents. @ In 2000, Columbus had @ similar population to that of Cleveland. © 1m 2000, Cleveland had o population of more than 500,000 residents. @ In 2000, Tolede had lower population than Akron and Dayton combined. 77Grade 4 Social Studies EOY Practice Test Question 14 Question and Scoring Guidelines 79Question 14 The Northwest Ordnance Process for Ohio Statehood esloblsned a three-step plan for ‘admitting states. ke Onto. from, eNotes Teritory tothe ited States * Determine the conect order of the steps for agmiting states from the Noftnwest Temtony to the United States, + Move the stens into the blank bonesin ine char, [ Congress would select a group of eaders io] govern people ithe tenor. When the population ofthe diswict war large enough i could be admitted as a state. With 0 minimum number of people in the temitory, the people could elect leaders to govom thom. Points Possible: | Content Standard: History Content Statement: The Northwest Ordinance established a process for the creation of new states and specified democratic ideals to be incorporated in the states of the Northwest Territory. (B.5)Scoring Guidelines For this item, a full-credit response includes “Congress would select a group of leaders to govern people in the territory.” at "Blank Box 1” AND “With a minimum number of people in the territory, the people could elect leaders to govern them.” at “Blank Box 2" AND “When the population of the district was large enough, it could be admitted as a state.” at “Blank Box 3” (1 point), 81Grade 4 Social Studies EOY Practice Test Question 14 Sample Responses 83Sample Response: 1 ps The Northwest Ordinance esfabished o three-step plan for dmiting slates. ike Ohio, tom the Northwest Territory 10 tne United stores. Determine the corect order of the steps for admitting states rom the Rotrwes! fenton 0 he Unitas lates, Move the steps into the blonk boxes mi the chart, Process for Ohio Statehood ‘Congress would select o group of leaders 1o ‘govern people nthe tenitory. the people could elect leaders 10 govern them, & When the population of the ditict was large }ough. i coUl i Notes on Scoring This student response places all three steps in the correct order. BySample Response: 0 points The Nosthavest Ordnance established a three-step plan for Gaming states, Ike On, rom ‘he Norinwes' Tenitory to tne United States, Determine we conact ro he Rept for oamiing sates foc 9 Norhwves Tenitory ote Used Stes Move the steps into the blank Boxes Inthe chor, Process for Ohio Statehood 1. | Congress would select o group of leader to { govern peoote hn the terior. v 2 | mathepesenaneamina ca a enough it could be admitted as a state. sacs We 3, | Wiehe minimum number of people in the tenor. “ithe peosle could elec! leader to gavern them, {__the people could elect eodersto govern them. Notes on Scoring order of the last two steps. This student response places the first step correctly but reverses the 85Sample Response: 0 points The Northwest Ordinance Process for Ohio Statehood established a three-step plon for ficssscscaesesceessncueeseseesesuetons gdmitting states, lice Ohio, trom 1 | With o minimum number of people hi the Fenitory the Northwest Teritory fo the [Line people could elect leaders to govern thom, United States, heen gg TTT TTT Determine the conect order of the Winen the population of he distict war large sleps for aomitiing states from the Doliptt ou eeommerc dae Nosthwest lemtory fo tne Untied os Rico be carne stores. % ‘Congress would select & group of leaders Io Move the stens into the biank Boxesinine chor ‘govern people h ihe lenin. Notes on Scoring This student response places all three steps in the incorrect order.Grade 4 Social Studies EOY Practice Test Question 15 Question and Scoring Guidelines 87Question 15 Koga wants osove her moneys hol she con buy @ ne bic ino ments She errs $300 aweek babystingher Select the lores to show whether the Ist of actions would holp Koso buy her bike in hwo months oF wou not help her Help Kalsa Buy tne Biko Not Holp Kissa Buy the Bike Buy presents forall her hiends t r Save at her money each woek t c Bodyit move hous in the week I t Spend alt her money en new video games t ' Points Possible: | Content Standard: Economics Content Statement: Saving a portion of income contributes to on individual's financial well-being. Individuals can reduce spending to save more of their income. (F.24)Scoring Guidelines For this item, a full-crediit response includes “Not Help Kallssa Buy the Bike” selected for “Buy presents for all her friends" AND “Help Kalissa Buy the Bike" selected for “Save all her money each week" AND “Help Kalissa Buy the Bike” selected for “Babysit more hours in the week" AND “Not Help Kalissa Buy the Bike” selected for “Spend all her money on new video games" (1 point) 89Grade 4 Social Studies EOY Practice Test Question 15 Sample Responses 1Sample Response: 1 point Kalisa wants to sove her money s0 tha she con buy new bike in wo mont. She ears $500 a week babysting her ‘neighbor Select the boxes fo show whether the lst of actions would help Kaisa buy her bein hwo months oe would not help hee. Help Katssa Buy the Bike No! Help Kaliso Buy the Bike Buy presents forall her tends t a Save other money each week e r Babys mere hours in the week 2 r Spend af her money on new video games t Notes on Scoring This student response correctly select two actions that would help Kalissa buy the bike ("Save all her money each week,” “Babysit more hours in the week") and the two actions that would not help Kalissa buy the bike ("Buy present for all her friends,” “Spend all her money on new video games") 92Sample Responses: 0 points Kaltsa wants fo save her money so that she con buy @ new bike in two months. She cams $4.00 @ week babysting her reighboe Select the boxes to snow wnetner the It ct actions would help Kassa buy her bike in two months of would net help het. Help Kosta Buy he Biko Not Help Kalssa Buy the ike. Buy prosonts tor a her tends a r Save all her money each week e ' Babys mare hous in he week 2 t Ir Spend oll her money en new video games Notes on Scoring This student response correctly selects the two actions that would help Kalissai buy the bike. However, the response also selects an incorrect action ("Buy presents for all her friends"). The response does not demonstrate understanding of the task ‘alssa wants 10 save ner money so that she can buy anew bike in two months. She earn $5.00 @ week babysiting her pelghbor Select the boxes to show whether the Ist of actions would help Kalssa buy her bike in hwo months ot would not help het. Help Kalissa Buy the Bike Not Help Kalissa Buy the Bike Buy presents for all her fiends tr Save aither money each week r Bobysit more hous in the week Spend allher money on new video gomes Notes on Scoring This student response correctly selects one action thal would help Kalissa buy the bike. However, the response also selects an incorect action (“Babysit more hours in the week") that would not help Kalissa buy the bike. The response does not demonstrate understanding of the tosk. 93Grade 4 Social Studies EOY Practice Test Question 16 Question and Scoring Guidelines 95Question 16 Why are entrepreneurs important? & They reach higher levels of education. @ They take risks to create new products. They spend more money on their employees. @ They make more profits than other businesses. Points Possible: Content Standard: Economics Content Statement: Entrepreneurs in Ohio and the United States organize productive resources and take risks to make a profit and compete with other producers. (E.23) 96Scoring Guidelines Rationale for Option A: Although many entrepreneurs have high levels of educational attainment, this is not an exclusive attribute of entrepreneurship. Also, this does not necessarily affect the production of goods and services. Rationale for Option B: Key ~ Entrepreneurs take risks to begin new businesses and often offer new products or improved products to capitalize on profits. Rationale for Option C: Entrepreneurs do not necessarily spend more money on their employees. fi for Option D: Although many entrepreneurs take risks to make large profits, they are not necessarily bringing in a greater profit than other businesses. Sample Response: 1 ps Why are entrepreneurs important? @ They reach higher levels of education. @ They take risks to create new products. © They spend more money on their employees. They make more profits than other businesses. a7Grade 4 Social Studies EOY Practice Test Question 17 Question and Scoring GuidelinesQuestion 17 Many Ohio innovations have Benefits of Ohio Innovations benefiied the United Siaies. Move the innovations to complete the chort. Sotety Enlertoinment *# You do not need to use all the innovations. aa Points Possible: 1 Content Standard: History Content Statement: Many technological innovations that originated in Ohio benefitted the United States. (B.8) 100Scoring Guidelines For this item, a1 full-credit response includes + "Gas mask” at “Safety” AND + “Stoplight” at “Safety” AND + “Phonograph” at “Entertainment” with no incorrect options in the wrong location (2 points} For this item, « partial-crecit response includes * At least two options in the correct locations with no more than one incorrect option in the wrong location (1 point} 101Grade 4 Social Studies EOY Practice Test Question 17 Sample Responses 103Sample Response: 2 points Many Ohio innovations hove Benefits of Ohio Innovations benefited the United States. Entertainment Move the innovations to complete the chart. _ * Youdo not need to use at the @ Stoplight Notes on Scoring This question is worth 2 points and students must move the correct 3 responses into the correct column to receive full credit. Partial credit is awarded for two correct answers 104Sample Responses: 1 point Many Ohio innovations hove benefited the United States. Move the innovations to complete he chart, ee *# You do not need to use all the innovations Benefits of Ohio Innovations - Many Ohio innovations have benefited the United States. Move the innovations to complete the char *# You do not need to use all the innovations. Benefits of Ohio Innovations Enterloinment 105Sample Responses: 0 point Move the innovations to complete the chart. *# You do not need fo use all the innovations. Many Onto imovetions have Benefis of Ohio Innovations Benehtecthe Utes Soles Move the innovotions to comelete the char oohreae Geima '* You do nol need to use all the ee eiovets, | % Pronogann| Spin i = Mary Ohio innovations hove Benefits of Ohio innovations netived the Oiled Sokes [Cosnreaistey] [Phonograph | Gos mask 106Grade 4 Social Studies EOY Practice Test Question 18 Question and Scoring Guidelines 107Ditterent documents played important roles inthe development of the United States" democratic form of government. Which document provided for he establishment of the executive branch of the United Stotes goveinment® Bi of Rights Northiwes! Ordinance United Stotes Constitution Declaration of dependence Points Possible: | Content Standard: Government Content Statement: A constitution is a written plan for government. Democratic constitutions provide the framework for government in Ohio and the United States. (C.20) 108Scoring Guidelines Rationale for Option A; Bill of Rights established rights of individual citizens. Rationale for Option 8: Northwest Ordinance provided means by which new states would be created out of western lands and then admitted into the United States. Rationale for Option C: Key - The Constitution did establish the branches of the United States government. Rationale for Option D: Declaration of Independence did not establish any branch of government. Sample Response: 1 point Dilferent documents ployed imporiant resin the development of the United Stores" democratic form of government Which document provided forthe establishment of he executive branch of the Urited States government? Bil of Rots Northwest Ordinance © Unitoa states Constitution % Declaration of independence 109Grade 4 Social Studies EOY Practice Test Question 19 Question and Scoring Guidelines mQuestion 19 How did the Battle of Fallen Timbers change the Ohio region? @ Itresulted in U.S. government control of the region, @ It caused French fur-trappers fo settle in the region. @ Itled to increased British military activity in the region. It increased the power of American indian tribes in the region. Points Possible: 1 Content Standard: History Content Statement: The inability 1o resolve standing issues with Great Britain and ongoing conflicts with American Indians led the United States into the War of 1812. Victory in the Battle of Lake Erie contributed to American success in the war. (B.6) 112Scoring Guidelines Rationale for Option A: Key - The victory by the United States at the Battle of Fallen Timbers resulted in the U.S. gaining control over territory in Ohio from the American Indians. Rationale for Option B: French fur-trappers had previously been in the region but there were no permanent French settlements; the conflict was between U.S. citizens, the British and American Indians Rationale for Option C; The British were not engaging in military action in the territory in Ohio at this time. Rationale for Option D: The Battle of Fallen Timbers resulted in the American Indians who were living in the territory losing claim to their land due to their loss in the battle. Sample Response: 1 point How did the Battie of Fallen Timbers change the Ohio region? @ Itresulted in U.S. government control of the region. @ It caused French fur-trappers to settle in the region. @ Itled to increased British military activity in the region. @ Itincreased the power of American Indian tribes in the region. 13Grade 4 Social Studies EOY Practice Test Question 20 Question and Scoring Guidelines 1sQuestion 20 Two passages are shown, Decicle whether each passage is ‘primary or asecondary source. Click on the box you wan! to select under each passage. The United Stoles nad won the space race by being the 113! County fopu! aman the moon, Yet went) ive yeors later ii was @ different ory, By 1994 more than hwenty yeors had passed Isnce the last mision to the imoon. Many Americans Felt |dkoppointed. they though! a ‘9leot opportuni for the United States 0 explore ovter| space had boon lst US. hstory textbook, "We choose 1 go o ihe moon lwe choose to.go to me moon ln is decade .. because thay lgoal wilsrve to organze ana measure tho bos! of our lenergies ond skis. becouse ‘hat chatenge i: one that wo [ae wing to accept, one we lexe unwsting to postoone. ane [one which we intend tow. President Jo F. kennedy, ‘Speech at Rice Univers, September 12, 1562| Pimory | [ Secondary Source source Pimnory | | Secondary Souice source’ Points Possible: | Content Standard: History Content Statement: Primary and secondary sources can be used to create historical narratives. (4.2) 116Scoring Guidelines For this item, a full-credit response includes * “Secondary Source" selected for "Passage 1" AND + "Primary Source" selected for "Passage 2" (1 point) 7Grade 4 Social Studies EOY Practice Test Question 20 Sample Responses 19Sample Response: 1 point Two powsges ore shown, Fossoge 1 fine Unied Stotes nad won Decide whether each posoge & Ihe space ce by being he ||| we choose to go oe moon les countryto outomanon |I|ininsdocoge.- bocause that a cee the moon. Yet twertyive. |l|goalwalserve io orgorive ona felec! under each passage. {Yeas lates. twos a aterent_|||moonse tn bes of out Slory By 1924'mare inon”||leneroes and tas becouse twenty yeashad posed ||| mot chotonge sone at wo [nce ine tas! mason o he | ore wary Bccept ono we moon: wany Amoncans tat _|lore welt toposipone. ond isappointed. They thought «|| one which wo intend to win ‘great opperiunity for he. United States to explore outer || —Ptestdent Jon F Kennedy ‘space hod been lost, Speech at Rice Universy, —US. nistory textbook’ Seplenber 12180 Notes on Scoring Students need a basic understanding of primary sources before they can create a historical narrative, which this question assesses. This is c 1-point item and students must answer both columns correctly to receive the point. 120Sample Responses: 0 points Two passages are shown, Decide whether each passage is ‘@ primary or a secondary source. {ick on the box you wont to selec! under each passage: [ine untea stores naa won he space race by beng the fast Country 10 put a mon on the moon Yet twenty-five year later, it wor 0 diferent ory By 1994, more than twenty years has passed Since the lest misono the Imioon. Mary Amoncons fll ‘Gsoppointed. They Inovaht a {gea! opparuniy for the United States to explore ovter |spoce nod beens. [us nist textoooe “We choose 10 goto the mon We choose to go fo the moon ‘rns decode... because thal [goal wil serve io organaze and, measuxe the best of ou ‘energies and sels, becouse that challenge s one that we lore wilng 10 accept. one we [ore urwaling to postpone, and ‘one which we evend fo win. —Frosdon! jown F. Kennedy, ‘Speech of Rice Univers September 12.1962 Pimay | | Secondary Source [ Secondary Source Decide whether each passage is ‘a primary or asecondary source, Click on the box you want to select under each passage. Passage 2 The United Stotes had won the space race by being the fest country to put a man on the moon. Yet twenty:tive years iter. was a different story. By 1994, more than twenty years had passed since the last mission to the /moon. Many Amesicans felt ‘dsopponted. They though! @ ‘grea! opportunity for he United States to explore outer space had been lost US. history textbook [we choose to go to the moon. ‘We choose fo go to the moon In hs decade... because that} {goal wil serve to organize and measure the bes of out energies ond ski, because that chatenge is one that! we lore wing fo accept. one we lore urmiing to postpone. and Jone which we intend to wn, —Fresident Jon F. Kennedy, Speech ot Rice Univers, September 12, 1962) Piimory Source ‘Source Secondary Source Source Primary | 121