SOCIAL STUDIES:

7th Grade

 

 

 

 

END-OF-COURSE  EXAM  |  GRA DE 7  |  YEAR  1718

 

 

 

ASSESSMENT  BLUEPRINT


Purpose Statement

Grade 7 Social Studies

 

 

The Grade 7 Social Studies End-of-Course (EOC) Exam is intended to measure student proficiency of the New Mexico Social Studies

Standards. This course-level exam is provided to all students who have completed a course in 7th Grade Social Studies.

 

This exam can be given for the following STARS course code:

 

2700 - New Mexico History

 

Intended as a final exam for the course, this is a summative exam covering a range of content, skills, and applications. Scores are reported to the teacher, school, district, and state levels for the purposes of student grades, curriculum review, student graduation requirements, and NMTeach summative reports.

 

 

 

The EOCs are exams written by New Mexico Teachers for New Mexico Students.

During the 2016-17 school year, teachers were brought together in person and online to revise the blueprints.  The NMPED extends our gratitude to those who contributed to this improvement process.  Although we were unable to implement every suggestion due to conflicting viewpoints at times, this blueprint reflects the best collaborative effort among dedicated peers.

 

NMPED wants to especially recognize the following persons who led the revision for this blueprint:

 

Ellen Virden, Content Lead & Lead Reviewer, Consultant, REC IX

Mylo Corona, Gadsden Independent Schools, Blueprint Lead


 

 

 

 

 

Explanation of Blueprint & Test Specifications Table

Standard/Benchmark

Test Item Specifications:

 

 

This portion of the blueprint identifies the specific skills and knowledge students will have to demonstrate during the exam.

 

Although the standard may be broader, the item specifications may place constraint on portions of the standards in order to provide more transparency as to what specifically will be measured relative to the standard.

 

Item specifications provide guidelines for the item writer so they know what topics to specifically focus on when authoring items

 

The standards identified in this portion of the blueprint are aligned to the New Mexico State Social Studies Standards http://www.ped.state.nm.us/standards

/Social%20Studies/Social%20Studies%2

09-12.pdf

 

New Mexico Teachers identified the standards to be measured on the EOC exam using the following criteria: 1) a great deal of instructional time is spent on the standard as identified in the curriculum and/or; 2) the standard is important to subsequent learning.

 

It is important to note that the standards in the blueprint are only a subset of standards to be measured with the understanding that teachers cover more standards during the course of instruction than what has been selected to be measured.

Item Types:

 

The item types for this EOC exam are limited to:

MC = Multiple Choice with or without stimulus (e.g., political cartoons, primary/secondary sources, diagrams, charts, timelines)

Sample Question(s):

 

Sample questions have been provided to assist teachers to correlate the questions with the performance standards and the test item specification, when applicable.

_    An * denotes the correct answer

_    DOK = Depth of Knowledge

_    Some sample questions may be released items from prior EOC exams


Blueprint and Specifications Table for Grade 7 Social Studies

 

 

STRAND/BENCHMARK

STANDARDS & TEST SPECIFICATIONS TABLE

History.I.1-A.5

 

Strand: History

 

Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience.

 

Benchmark 1-A: New Mexico: Explore and explain how people and events have influenced the development of New Mexico up to the present day.

Standard with Test Specifications:

5. Explain how New Mexicans have adapted to their physical environments to meet their needs over time (i.e., living in the desert, control over water resources, pueblo structure, highway system, use of natural resources).

 

 

Specifications:

_    Strikeouts indicate this portion of the standard will not be assessed.

_    Identify importance of human-environment interactions (e.g., hunting, irrigation techniques and architecture) specifically those of early indigenous settlements.

Item Types:

MC with or without stimulus

Sample Question:

 

 

What is the most likely reason that ancient Pueblo people built their living dwellings facing

South?

 

A.  to protect the pueblo from enemies

B.   to conduct ceremonies in the mornings

C.   to have better access to the central plaza

D.  to take advantage of the sun to heat their homes* DOK 2


Geography.II.2-A.2

 

 

Strand: Geography

 

 

Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.

 

 

Benchmark 2-A Analyze and evaluate the characteristics and purposes of geographic tools, knowledge, skills, and perspectives and apply them to explain the past, present, and future in terms of patterns, events, and issues.

Standard with Test Specifications:

2.  Describe factors affecting location of human activities, including land-use patterns in urban, suburban, and rural areas.

 

 

Test Specifications:

_     Understand early challenges to Spanish explorers and colonists and factors for selecting settlement location.

Item Types:

MC with or without stimulus

 

Sample Question:

 

 

When establishing the earliest settlements in New Mexico, what was likely the most

important factor to consider?

 

A.  that other established settlements were already in the area

B.   that water and fertile land were available for agriculture * C.   that mines were nearby to harvest precious minerals

D.  that the weather would be predictable for religious ceremonies

DOK 1

 

Geography.II.2-B.1

Geography.II.2-B.4

 

 

Strand: Geography

 

 

Content Standard II: Students understand how physical, natural, and cultural processes

Standards with Test Specifications:

1. Select and explore a region by its distinguishing characteristics.

4. Describe geographically-based pathways of inter-regional interaction (i.e., the Camino Reals role in establishing a major trade and communication route in the new world,  the significance of waterways).

 

 

Specifications:

_    Strikeouts indicate this portion of the standard will not be assessed.


influence where people live, the

ways in which people live, and how societies interact with one another and their environments.

 

Benchmark 2-B Explain the physical and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and their

patterns of change.

_    Distinguish physical and human characteristics of the American Southwest.

_    Describe the impact of the development of the Camino Real in the New World, the Santa Fe Trail and trade with the United States and the Butterfield Overland Trail in bringing people and information to New Mexico Territory.

Item Types:

MC with or without stimulus

Sample Question: Geography.II.2-B.4

 

Which trade route do historians recognize as the first major communication route between the colonists in northern New Mexico and Mexico City?

A.  The Santa Fe Trail

B.   The Old Spanish Trail

C.   The Camino Real Trail*

D.  The Butterfield Overland Trail

DOK 1

Geography.II.2-C.2

 

 

Strand: Geography

 

 

Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.

 

 

Benchmark 2-C Understand how human behavior impacts

Standard with Test Specifications:

2. Interpret and analyze geographic information obtained from a variety of sources (e.g., maps, directly witnessed and surveillanced photographic and digital data, personal documents and interviews, symbolic representationsgraphs, charts, diagrams, tables, etc.).

 

 

Test Specifications:

_    Strikeouts indicate this portion of the standard will not be assessed.

Item Types:

MC with or without stimulus

Sample Question:


man-made and natural environments, recognize past and present results and predict potential changes.


Study the map to answer the following question.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Source: The National Atlas of the United States of America (US Dept. of the Interior, US Geological Survey)

http://www.thomaslegion.net/americancivilwar/mexicancessionlessonstudentsandkids.html

 

 

Based on the map, how were the boundaries of the what would become the State of New

Mexico established?

A.  by the Louisiana Purchase, by Texas being annexed by the U.S. and the Mexican territory being ceded to the U.S.


 

 

 

 

 

 

 

 

 

 

 

B.   by the Louisiana Purchase, by Texas being annexed by the U.S. and the Mexican

territory being ceded to the U.S., and by the Gadsden Purchase, *

C.   by the Louisiana Purchase, by Texas being annexed by the U.S., and by the Gadsden

Purchase.*

D.  by the Mexican territory being ceded to the U.S., by Texas being annexed by the

U.S., and by the Gadsden Purchase. DOK 1

History.I.1-A.2

 

Strand: History

 

Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience.

 

Benchmark 1-A: New Mexico Explore and explain how people and events have influenced the development of New Mexico up to the present day.

Standard with Test Specifications:

2. Describe the characteristics of other indigenous peoples that had an effect upon New

Mexicos development (e.g., pueblo farmers, Great Plains horse culture, nomadic bands,

noting their development of tools, trading routes, adaptation to environments, social structure, domestication of plants and animals).

 

 

Specifications:

_    Identify Apache, early Navajo (Dine), and Pueblo people and how they adopted aspects of the cultures they encountered

Item Types:

MC with or without stimulus

Sample Question:

What practice of Pueblo and Apache peoples was disturbed or interrupted by Spanish colonialism?

 

A. their religious ceremonies* B. their labor in silver mines

C. their use of horses in hunting and warfare

D. their implementation of coin as a means of trade

DOK 1


 

History.I.1-A.3

 

Strand: History

 

Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience.

 

 

 

Benchmark 1-A: New Mexico Explore and explain how people and events have influenced the development of New Mexico up to the present day.

Standard with Test Specifications:

3. Explain the significance of trails and trade routes within the region (e.g.., Spanish Trail, Camino Real, Santa Fe Trail).

 

 

Specifications:

_    Strikeouts indicate this portion of the standard will not be assessed

_    Focus on the purpose of trade routes (specifically the Camino Real as a link between Santa Fe and Mexico City, Santa Fe and Missouri and the Butterfield Overland Trail)

_    Understand how trade routes help to end New Mexicos isolation

_    Questions addressing this standard have been dually aligned with Geography.II.2- B.4

Item Types:

MC with or without stimulus

Sample Question:

Why was the Butterfield Overland Trail so significant in New Mexico Territory?

A.  It was an important trade route to Missouri.

B.   It was the only stagecoach trail in New Mexico.

C.   It allowed for peace treaties to be signed between indigenous cultures.

D.  It brought passengers and mail which allowed New Mexico to be less isolated. * DOK 1

History.I.1-A.4

 

Strand: History

 

Content Standard I: Students are able to identify important people and in order to analyze

Standard with Test Specifications:

4. Describe how important individuals, groups and events impacted the development of New Mexico from 16th century to the present (e.g., Don Juan de Oate, Don Diego de Vargas, Pueblo Revolt, Pop, 1837 Revolt, 1848 Rebellion, Treaty of Guadalupe Hildago, William Becknell and the Santa Fe Trail, buffalo soldiers, Lincoln County War, Navajo Long Walk, Theodore Roosevelt and the Rough Riders).


significant patterns,

relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience.

 

Benchmark 1-A: New Mexico explore and explain how people and events have influenced the development of New Mexico up to the present day:

Specifications:

_    Identify the significance of the Battle of Glorieta Pass

Item Types:

MC with or without stimulus

Sample Question:

 

 

As the leader of the Pueblo Revolt, what was Pops (or Popays) primary plan to defeat the Spanish?

A.  The Pueblo people would have to find similar weapons. B.   The Pueblo people would have to leave their pueblos.

C.   The Pueblo people would have to adapt to another culture.

D.  The Pueblo people would have to stand united in a secret attack. * DOK 1

History.I.1-A.6

 

Strand: History

 

Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience.

 

Benchmark 1-A New Mexico:

Standard with Test Specifications:

 

6. Explain the impact of New Mexico on the development of the American west up to the present, to include: availability of land (e.g., individual, government, railroad, tribal, etc.); government land grants/treaties; transportation (e.g., wagons, railroads, automobile); identification and use of natural and human resources; population growth and economic patterns; and cultural interactions among indigenous and arriving populations and the resulting changes.

 

 

Specifications:

_    Examine the terms and impact of the Treaty of Guadalupe Hidalgo

_    Cultural interactions include Acoma and Pueblo Revolts during this period

Item Types:

MC with or without stimulus

Sample Question:


explore and explain how people

and events have influenced the development of New Mexico up to the present day:

With the development of the railroad, tourists and railroad workers needed lodging in the

territory. What other business flourished as a result?

 

A.  Museums and libraries opened throughout the territory. B.   Businessmen often offered free food for all tourists.

C.   Restaurants were established in many places in the territory. * D.  Roads were built that linked all parts of the state.

DOK 1

History.I.1-B.1

 

Strand: History

 

Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience.

 

 

 

Benchmark 1-B: United States: Analyze and interpret major eras, events and individuals from the periods of exploration and colonization through the Civil War and Reconstruction in

Standard with Test Specifications:

1. Analyze United States political policies on expansion of the United States into the southwest (e.g., Mexican cession, Gadsden purchase, broken treaties, long walk of the Navajos).

Specifications:

_    Interpret the terms for acquisition of both the Mexican Cession and the Gadsden

Purchase

_    Identify the negative impact of broken treaties and attempts at Native American assimilation

_    Analyze policies leading to the Navajo Long Walk and Apache Wars

Item Types:

MC with or without stimulus

Sample Question:

The U.S. government created a new Indian policy centered on education in the late 1800s.

What was governments purpose in supporting Indian boarding schools during this period?

 

A.  The government wanted the Indian children to assimilate. *

B.   The government wanted the Indian children to learn to speak Spanish.

C.   The government hoped that the Indian children would become railroad workers. D.  The government wanted to preserve native culture among Indian children.

DOK 2


 

United States history.

 

Geography.II.2-E.3

 

 

Strand: Geography

 

 

Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.

 

Benchmark 2-E

 

Explain how economic, political, cultural, and social processes interact to shape patterns of human populations and their interdependence, cooperation, and conflict.

Standard with Test Specifications:

3. Explain the accessibility to the New Mexico territory via the Santa Fe Trail and the railroad, conflicts with indigenous peoples, and the resulting development of New Mexico.

 

 

Specifications:

Identify the positive and negative impacts that the Santa Fe Trail and the railroad had on the development of New Mexico and its effects on indigenous people

Item Types:

MC with or without stimulus

Sample Question:

Read the passage and then answer the question below:

 

 

"Becknells party kept traveling further west. They did not realize how far they had gone until they met a band of New Mexican soldiers. Becknell worried he was in trouble for violating trade laws and expected the worst. But instead of arresting him, the governor and people of New Mexico welcomed him into Santa Fe! New Mexicans wanted foreign goods now that they were free to purchase them. They especially wanted goods they could not make themselves. They quickly bought everything Becknell had not already sold to the Indians."

Source: The New Mexico Journey Textbook, p. 113; Gibbs M Smith (Publisher).

https://dl.dropboxusercontent.com/u/97645250/NM7_Chapter_04.pdf

 

 

Based on the passage, how did New Mexicans likely respond to Becknells advance into the

area?

A.  New Mexicans considered Becknell an outsider.

B.   New Mexicans feared that the Americans would try to take their land.


 

C.   Becknell was welcomed because he brought many desired items. *

D.  Becknell was unsuccessful and chose to leave immediately. DOK 1

 

 

Civics.III.3-C.1

 

Strand: Civics and Government

 

Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels.

 

Benchmark 3- Compare political philosophies and concepts of government that became the foundation for the American Revolution and the United

States government.

Standard with Test Specifications:

 

 

1. Compare and contrast New Mexicos entry into the United States with that of the

original thirteen colonies.

 

 

Specifications:

_    Compare and contrast the original 13 colonies to the settlement of the New Mexico territory

Item Types:

MC with or without stimulus

Sample Question:

 

 

Analyze the table and answer the question that follows.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

New Mexico

American Colonies

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Taken by force during the Mexican

American war

Voluntarily fought for independence

Some New Mexicans supported the

Americans

Some colonist wanted to remain part of

Britain

Was a territory for 62 years before

statehood

No territorial period

Little experience in self-government

Extensive experience in self-government


 

 

 

 

 

 

Enjoyed freedoms guaranteed by the

U.S. Constitution

Created the Bill of Rights to protect basic freedoms

 

 

 

 

 

Mostly Spanish-speaking Catholic

Mostly Englishspeaking and Protestant

Source: The New Mexico Journey Textbook, p. 171; Gibbs M Smith (Publisher)

http://pvhs.fms.k12.nm.us/teachers/mthur/NM/TEXTBOOK/NM%20Chapter%205.pdf

 

 

How was New Mexicos path to statehood different from that of the original 13 colonies?

A.  There were no differences.

B.   All Americans spoke Spanish.

C.   New Mexico had not been a territory.

D.  The American colonies chose to be independent. * DOK 3

Civics.III.3-C.2

 

Strand: Civics and Government

 

Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels.

 

Standard with Test Specifications:

 

2. Understand the structure and function of New Mexico government as created by the

New Mexico constitution and how it supports local, tribal, and federal governments.

 

 

Specifications:

_    Identify the system of checks and balances in state government

_    Understand that reservations are sovereign nations

Item Types:

MC with or without stimulus

Sample Question:

 

 

Who determines the structure and function of Tribal governments?

A.  the Congress

B.   the Supreme Court


Benchmark 3-C Compare

political philosophies and concepts of government that became the foundation for the American revolution and the United States government:

C.   each Native American tribe *

D.  the New Mexico state government

DOK 1

Economics.IV.4-C.4

 

Strand: Economics

 

Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments.

 

 

 

Benchmark 4-C Describe the patterns of trade and exchange in early societies and civilizations and explore the extent of their continuation in todays world.

 

Standard with Test Specifications:

 

4. Describe the relationship between New Mexico, tribal, and United States economic systems.

Specifications:

_    Recognize Pueblo art and its influences on tourism

_    Recognize the state and tribal agreement to allow gaming on tribal land

Item Types:

MC with or without stimulus

Sample Question:

What is one element of economies that existed in early New Mexico that continue as part of the federal economic system today?

A. socialism

B. trade systems*

C. consumer systems

D. communism

DOK 2


 

Social Studies 7th EoC Reporting Category

Alignment Framework

 

 

Reporting Category

 

 

Standard

DOK

( Count by DOK)

 

 

Total

1

2

3

 

 

 

 

 

 

 

 

New Mexico Land

History.I.1-A.5

 

1

 

1

Geography.II.2-A.2

 

1

 

1

Geography.II.2-B.1

 

1

 

1

Geography.II.2-B.4

1

1

 

2

Geography.II.2-C.2

1

1

 

2

Geography.II.2-E.3

 

1

 

1

Indigenous Period

History.I.1-A.2

1

1

1

3

History.I.1-A.5

 

1

1

2

 

 

Spanish & Mexican Period

History.I.1-A.3

Geography.II.2-B.4

 

1

 

1

 

 

2

History.I.1-A.4

 

1

1

2

History.I.1-A.6

 

1

1

2

History.I.1-A.3

 

1

 

1

 

 

American Period & Civics

History.I.1-A.3

 

1

 

1

History.I.1-A.4

 

1

 

1

History.I.1-B.1

2

1

1

4

Economics.IV.4-C.4

1

2

 

3

Civics.III.3-C.1

 

1

 

1

Civics.III.3-C.2

 

1

 

1

Total

7

19

5

31