SOCIAL STUDIES:

8th Grade

END-OF-COURSE EXAM | GRA DE 8 | YEAR 17–18

ASSESSMENT BLUEPRINT

Purpose Statement

Social Studies Grade 8

The Grade 8 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 Grade 8 Social Studies course.

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

2721 - U.S. History-Comprehensive

2723 - Early U.S. History

Intended as a final exam for the course, this is a summative exam covering a wide 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 would like to especially recognize the following persons who led the revision for this blueprint:

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

Patrick Logan, Albuquerque Public Schools, New Mexico Council for the Social Studies

Jill Wellington, Deming Public Schools

Ronnie Valles, Las Cruces Public Schools

Brian Pickard, Clovis Municipal Schools, Alignment Reviewer, U.S. History 9-12 EOC


NMPED Grade 8 Social Studies EOC Blueprint Project Management by Page 2

Explanation of Blueprint & Test Specifications Table

Standard/Benchmark

Standards with 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 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.

Standards with 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 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., primary/secondary source, picture, graph, excerpt)

The standards identified in this portion of the blueprint are aligned to the New

Mexico 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.

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 asterisk (*) denotes the correct answer

● DOK = Depth of Knowledge

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


NMPED Grade 8 Social Studies EOC Blueprint Project Management by Page 3

Blueprint and Specifications Table for Grade 8 Social Studies

STANDARD/BENCHMARK

PERFORMANCE STANDARDS WITH TEST SPECIFICATIONS TABLE

H8.1-B.1

H8.1-B.1a

H8.1-B.1b

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 United States history.

Standard with Test Specifications:

1. Describe, evaluate, and interpret the economic and political reasons for the American Revolution, to include:

a. attempts to regulate colonial trade through passage of the Tea Act, Stamp Act, and Intolerable Acts; colonists’ reaction to British policy (e.g., boycotts, the Sons of Liberty, petitions, appeals to parliament); b. the ideas expressed in the Declaration of Independence, including the preamble.

Specifications:

● Replace all e.g. with i.e.

● Political reasons can include Boston Massacre

● Understand the use of propaganda

● Political cartoons may be used as stimulus

● Some questions are written at the broad performance standard level (e.g., H8.1-B.1 vs H8.1-B.1a)

H8.1-B.1

H8.1-B.1a

H8.1-B.1b

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 United States history.

Item Types:

MC with or without stimulus

H8.1-B.1

H8.1-B.1a

H8.1-B.1b

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 United States history.

Sample Question: H8.1-B.1b

Read the passage and then answer the question below.

Which part of this passage represents the idea that government gets its power from the permission of its citizens?


NMPED Grade 8 Social Studies EOC Blueprint Project Management by Page 4

A. “We hold these truths to be self-evident, that all men are created equal.”

B. “Deriving their just powers from the consent of the governed.” *

C. “That they are endowed by their Creator with certain unalienable rights.”

D. “That among these are, Life, Liberty and the Pursuit of Happiness.”

DOK 2

This item was released from the NMPED 2016-17 operational form.

H8.1-C.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-C

World: Compare and contrast major historical eras, events, and figures from ancient civilizations to the Age of Exploration.

Standard with Test Specifications:

2. Compare and contrast the influence of European countries (e.g., England, France, Holland) on the development of colonies in the new world.

Specifications:

● Replace all e.g. with i.e.

● Compare and contrast between England, France, Holland, and Spain

H8.1-C.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-C

World: Compare and contrast major historical eras, events, and figures from ancient civilizations to the Age of Exploration.

Item Types:

MC with or without stimulus

H8.1-C.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-C

World: Compare and contrast major historical eras, events, and figures from ancient civilizations to the Age of Exploration.

Sample Question:

England and Spain highly influenced colonial development in which cultural area?

A. music

B. exploration

C. religion* D. language

DOK 1

G8.2-B.1

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

Standard with Test Specifications:

1. Describe how individual and cultural characteristics affect perceptions of locales and regions.

Specifications:

● Limit to New England, Middle, and Southern Colonies

G8.2-B.1

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

Item Types:

MC with or without stimulus

G8.2-B.1

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

Sample Question:

Which colonial region is known as the “Breadbasket” region?





NMPED Grade 8 Social Studies EOC Blueprint Project Management by Page 5

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.

A. New England

B. Middle* C. Southern D. Western

DOK 1

CG8.3-C.1c

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-C

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. Describe political philosophies and concepts of government that became the foundation for the

American revolution and the United States government, to include:

c. the social covenant established in the Mayflower Compact.

Specifications:

● Questions are limited to include documents that influenced the Declaration of Independence

(i.e., Mayflower Compact, English Bill of Rights, Magna Carta)

CG8.3-C.1c

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-C

Compare political philosophies and concepts of government that became the foundation for the American Revolution and the United States government.

Item Types:

MC with or without stimulus

CG8.3-C.1c

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-C

Compare political philosophies and concepts of government that became the foundation for the American Revolution and the United States government.

Sample Question:

What was the first framework of government constructed by the Pilgrims?

A. the Magna Carta

B. the Articles of Confederation

C. the U.S. Constitution

D. the Mayflower Compact* DOK 1

E8.4-C.1

Strand: Civics and Government

Content Standard III: Students understand the ideals, rights, and

Standard with Test Specifications:

1. Explain how specialization leads to interdependence and describe ways most Americans depend on people in other households, communities, and nations for some of the goods they consume.

Specifications:

● Questions related to this standard will be written in historical context






NMPED Grade 8 Social Studies EOC Blueprint Project Management by Page 6

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 4-C

Describe the patterns of trade and exchange in early societies and civilizations and explore the extent of their continuation in today’s world.

Item Types:

MC with or without stimulus

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 4-C

Describe the patterns of trade and exchange in early societies and civilizations and explore the extent of their continuation in today’s world.

Sample Question:

In which area did the colonists depend on the Native Americans?

A. establishing their religion

B. farming practices and fur trading* C. developing a form of government D. establishing trade routes

DOK 1

H8.1-B.2b

H8.1-B.2c

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 United States history.

Standard with Test Specifications:

2. Describe the aspirations, ideals, and events that served as the foundation for the creation of a new national government, to include:

b. major debates of the constitutional convention and their resolution (e.g., the Federalist Papers),

contributions, and roles of major individuals in the writing and ratification of the constitution (e.g., George Washington, James Madison, Alexander Hamilton, Thomas Jefferson, James Monroe, John Jay). c. struggles over ratification of the constitution and the creation of the Bill of Rights;

Specifications:

● Strikeouts indicate this portion of the standard that will not be measured

● Replace all e.g. with i.e.

H8.1-B.2b

H8.1-B.2c

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 United States history.

Item Types:

MC with or without stimulus

H8.1-B.2b

H8.1-B.2c

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 United States history.

Sample Question:

What document was a result of the weaknesses of the Articles of Confederation?

A. the Magna Carta

B. the U.S. Constitution*

C. the Mayflower Compact

D. the English Bill of Rights

H8.1-B.2b

H8.1-B.2c

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 United States history.

DOK1





NMPED Grade 8 Social Studies EOC Blueprint Project Management by Page 7

CG8.3-A.1f

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-A

Demonstrate understanding of the structure, functions, and powers of government (local, state, tribal, and national).

Standard with Test Specifications

1. Explain the structure and functions of the national government as expressed in the United States Constitution, and explain the powers granted to the three branches of government and those reserved to the people, states, and tribes, to include:

f. separation of powers through the development of differing branches.

Specifications:

● None

CG8.3-A.1f

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-A

Demonstrate understanding of the structure, functions, and powers of government (local, state, tribal, and national).

Item Types:

MC with or without stimulus

CG8.3-A.1f

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-A

Demonstrate understanding of the structure, functions, and powers of government (local, state, tribal, and national).

Sample Question:

Which branch of government has the power to declare war?

A. Supreme Court

B. Executive

C. Judicial

D. Legislative* DOK 1

CG8.3-A.2a

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-A

Standard with Test Specifications:

2. Identify and describe a citizen's fundamental constitutional rights, to include:

a. freedom of religion, expression, assembly and press.

Specifications:

● None

CG8.3-A.2a

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-A

Item Types:

MC with or without stimulus

CG8.3-A.2a

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-A

Sample Question:

Which amendment guarantees freedom of religion?

A. the 11th Amendment

B. the 27th Amendment

C. the 5th Amendment

D. the 1st Amendment*

DOK 1





NMPED Grade 8 Social Studies EOC Blueprint Project Management by Page 8

Demonstrate understanding of the

structure, functions, and powers of government (local, state, tribal, and national).

CG8.3-C.1a

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-C

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. Describe political philosophies and concepts of government that became the foundation for the

American revolution and the United States government, to include:

a. ideas of the nature of government and rights of the individuals expressed in the Declaration of

Independence with its roots in English philosophers (e.g., John Locke).

Specifications:

None

CG8.3-C.1a

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-C

Compare political philosophies and concepts of government that became the foundation for the American Revolution and the United States government.

Item Types:

MC with or without stimulus

CG8.3-C.1a

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-C

Compare political philosophies and concepts of government that became the foundation for the American Revolution and the United States government.

Sample Question:

The philosophies of which individual led to the foundation for the American Revolution?

A. John Smith

B. William Penn

C. Roger Sherman

D. John Locke* DOK 2

H8.1-B.3

H8.1-B.3a

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

Standard with Test Specifications:

3. Describe and explain the actions taken to build one nation from thirteen states, to include:

a. precedents established by George Washington (e.g., cabinet, two-term presidency); Alexander

Hamilton’s financial plan (e.g., the national bank, payment of debts).

Specifications:

● Strikeouts indicate this portion of the standard that will not be measured

● Some questions are written at the broad performance standard level (1-B.3 vs.1-B3a)

H8.1-B.3

H8.1-B.3a

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

Item Types:

MC with or without stimulus




NMPED Grade 8 Social Studies EOC Blueprint Project Management by Page 9

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 United States history.

Sample Question: H8.1-B.3a

Which precedent was set by the first president of the United States?

A. two-term limit*

B. popular sovereignty C. separation of powers D. trial by jury

DOK 1

H8.1-B.4b

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 United States history.

Standard with Test Specifications:

4. Describe the successes and failures of the reforms during the age of Jackson, to include:

b. Indian removal, the Trail of Tears, the Long Walk.

Specifications:

● Analyze the causes leading to the Indian Removal Act

H8.1-B.4b

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 United States history.

Item Types:

MC with or without stimulus

H8.1-B.4b

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 United States history.

Sample Question:

Which policy was enacted because the executive branch ignored a Supreme Court ruling in violation of

Native American sovereignty?

A. the Indian New Deal

B. the Indian Education Act

C. the Indian Removal Act*

D. the Indian Reorganization Act

DOK 1

H8.1-B.5b

H8.1-B.5c

STRAND: History

Standard with Test Specifications:

5. Describe, explain, and analyze the aims and impact of western expansion and the settlement of the

United States, to include:

b. comparison of African American and Native American slavery; westward migration of peoples (e.g., Oregon, California, Mormons and the southwest);





NMPED Grade 8 Social Studies EOC Blueprint Project Management by Page 10

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 United States history.

c. origins and early history of the women’s movement.

Specifications:

● Replace all e.g. with i.e.

● Identify the significance of the Seneca Falls Conference

● Understand the concept of Manifest Destiny

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 United States history.

Item Types:

MC with or without stimulus

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 United States history.

Sample Question: H8.1-B.5b

Which term is used to define westward migration and expansion of people during the 1800s within the

United States?

A. imperialism

B. manifest destiny*

C. urbanization

D. nation building

DOK 1

CG8.3-B.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-B

Explain the significance of symbols, icons, songs, traditions, and leaders of

Standard with Test Specifications:

1. Explain how the development of symbols, songs, traditions, and concepts of leadership reflect

American beliefs and principles.

Specifications:

● None

CG8.3-B.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-B

Explain the significance of symbols, icons, songs, traditions, and leaders of

Item Types:

MC with or without stimulus

CG8.3-B.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-B

Explain the significance of symbols, icons, songs, traditions, and leaders of

Sample Question:

Read the following passage about the history of the filibuster in the U.S. Senate:

“Using the filibuster to delay or block legislative action has a long history. The term filibuster -- from a Dutch word meaning "pirate" -- became popular in the 1850s, when it was applied to efforts to hold the Senate floor in order to prevent a vote on a bill.





NMPED Grade 8 Social Studies EOC Blueprint Project Management by Page 11

New Mexico and the United States that

exemplify ideals and provide continuity and a sense of unity.

In the early years of Congress, representatives as well as senators could filibuster. As the House of

Representatives grew in numbers, however, revisions to the House rules limited debate. In the smaller Senate, unlimited debate continued on the grounds that any senator should have the right to speak as long as necessary on any issue.”

Source:https://www.senate.gov/artandhistory/history/common/briefing/Filibuster_Cloture.htm

The tradition of the filibuster has been considered important in the U.S. Congress since the 1850s. What are the limitations of free speech within the U.S. House of Representatives and U.S. Senate?

A. Members of both the House of Representatives and the Senate have the right to unlimited free speech when they are in session.

B. While free speech is valued by both the House of Representatives and the Senate, due to size, the House has imposed time restrictions on speech when in session.*

C. Members of the Senate are restricted in time, while Members of the House have unlimited free speech.

D. While free speech is valued, the idea of the filibuster is outdated and takes up too much time. It has been discontinued by both the House of Representatives and the Senate.

DOK 1

H8.1-B.6a

H8.1-B.6b

H8.1-B.6c

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

Standard with Test Specifications:

6. Explain how sectionalism led to the Civil War, to include:

a. different economies that developed in the north, south, and west; addition of new states to the union and the balance of power in the United States senate (Missouri and 1850 compromises);

b. extension of slavery into the territories (e.g., Dred Scott decision, Kansas-Nebraska Act, Frederick

Douglass, John Brown);

c. the presidential election of 1860, Lincoln’s victory, and the South’s secession;

Specifications:

● None

H8.1-B.6a

H8.1-B.6b

H8.1-B.6c

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

Item Types:

MC with or without stimulus

H8.1-B.6a

H8.1-B.6b

H8.1-B.6c

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

Sample Question: H8.1-B.6c

The south seceded from the Union after what event?





NMPED Grade 8 Social Studies EOC Blueprint Project Management by Page 12

United States: Analyze and interpret

major eras, events and individuals from the periods of exploration and colonization through the Civil War and Reconstruction in United States history.

A. the election of Abraham Lincoln*

B. the passage of the Three-Fifths Compromise

C. the passage of the Missouri compromise

D. the ratification of the Kansas Nebraska Act

DOK 2

H8.1-B.7a

H8.1-B.7b

H8.1-B.7c

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 United States history.

Standard with Test Specifications:

7. Explain the course and consequences of the Civil War and how it divided people in the United States, to include:

a. contributions and significance of key figures (e.g., Abraham Lincoln, Jefferson Davis, Robert E. Lee, William Tecumseh Sherman, Ulysses S. Grant);

b. major turning points in the Civil War, including Gettysburg; the unique nature of the Civil War (e.g., impact of Americans fighting Americans, high casualties caused by disease and type of warfare, widespread destruction of American property);

c. role of African Americans; purpose and effect of the Emancipation Proclamation.

Specifications:

● Strikeouts indicate the portion of the standard that will not be measured

● Replace all e.g. with i.e.

H8.1-B.7a

H8.1-B.7b

H8.1-B.7c

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 United States history.

Item Types:

MC with or without stimulus

H8.1-B.7a

H8.1-B.7b

H8.1-B.7c

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 United States history.

Sample Question: H8.1-B.7b

Read the following to answer the question below:

H8.1-B.7a

H8.1-B.7b

H8.1-B.7c

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 United States history.

The Battle of Gettysburg took place from July 1 to July 3, 1863, two years into the Civil War. The

Confederate army started the Battle of Gettysburg by invading Union territory in central Pennsylvania. Confederate Army General Robert E. Lee hoped to score a major victory on Northern soil to cripple the Union Army and also persuade Great Britain and France to come to the Confederate Army's aid.

H8.1-B.7a

H8.1-B.7b

H8.1-B.7c

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 United States history.

After nearly three days of intense fighting, the 85,000-strong Union troops proved too strong for




NMPED Grade 8 Social Studies EOC Blueprint Project Management by Page 13

the 75,000-Confederate troops on the battlefield, and Lee retreated from Gettysburg with his

remaining troops on July 4, 1863.

Although both sides lost a massive number of troops that day, the Confederate army lost nearly a third of its entire army, which it was never able to regain. The crippling loss, combined with a defeat in Vicksburg, Mississippi, also on July 4, is why many historians view the battle as the major turning point of the Civil War. It was also the largest battle of the war, as well as the largest ever fought in North America.

Source: https://www.reference.com

Based on the text above, how did the Battle of Gettysburg help turn the tide of the Civil War?

A. The South lost so many troops, they were never able to regain the offensive momentum to move into Northern territory.*

B. The Northern troops were able to totally destroy the Southern troops, thus ending the war.

C. Southern troops were able to regroup and soon pushed back into Northern territory.

D. Northern troops were defeated and quickly retreated further North deep into their own territory.

DOK 2

H8.1-B.8b

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

Standard with Test Specifications:

8. Analyze the character and lasting consequences of Reconstruction, to include:

b. attempts to protect the rights and enhance the opportunities for freedmen by the 13th, 14th, and 15th

Amendments to the United States Constitution.

Specifications:

● None

H8.1-B.8b

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

Item Types:

MC with or without stimulus

H8.1-B.8b

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

Sample Question:

What amendment gives all men the right to vote? A. the 10th Amendment

B. the 25th Amendment

C. the 15th Amendment*

D. the 3rd Amendment




NMPED Grade 8 Social Studies EOC Blueprint Project Management by Page 14

Reconstruction in United States history.

DOK 1

H8.1-D.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.

5-8 Benchmark 1-D. Skills: research historical events and people from a variety of perspectives:

Standard with Test Specifications:

1. demonstrate understanding and apply problem-solving skills for historical research, to include: use of primary and secondary sources; sequencing, posing questions to be answered by historical inquiry; collecting, interpreting and applying information; gathering and validating materials that present a variety of perspectives.

Specifications:

● Questions written to this standard are aligned to one or more other standards

● Questions written to this standard will include sequence diagrams as shown in the practice question

H8.1-D.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.

5-8 Benchmark 1-D. Skills: research historical events and people from a variety of perspectives:

Item Type:

● MC with stimulus

H8.1-D.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.

5-8 Benchmark 1-D. Skills: research historical events and people from a variety of perspectives:

Sample Question:

Using your knowledge of timelines, which event completed the chart?

Ratification of

French & Passage of

Indian War the ? the U.S.

Constitution

Tea Act

A. American Revolution*

B. Settlement of Jamestown

C. Protestant Reformation

D. Passage of the Bill of Rights

DOK 3





NMPED Grade 8 Social Studies EOC Blueprint Project Management by Page 15

Social Studies 8th EoC Reporting Category Alignment Framework

Reporting Category

Standard

(Item # by DOK)

Total

Reporting Category

Standard

1

2

3

Total

Colonial America

E8.4-C.1

1

1

Colonial America

H8.1-C.2

1

1

Colonial America

G8.2-B.1

1

1

Colonial America

H8.1-B.1a

1

1

Colonial America

CG8.3-C.1c

1

1

American Revolution

H8.1-B.1a

1

2

3

American Revolution

H8.1-B.3 & H8.1-B.2b

1

1*

American Revolution

H8.1-B.1 & H8.1-D.1

1

1*

American Revolution

H8-1-B

1

1

Government

H8.1-B.2b

1

1

Government

H8.1-B.1b

1

1

2

Government

CG8.3-A.1f

2

2

Government

CG8.3-A.2a

1

1

Government

CG8.3-C.1a

1

1

Government

H8.1-B.2c

1

1

Early Republic

H8.1-B.3a

1

1

Early Republic

H8.1-B.6b

1

1

2

Early Republic

H8.1-B.5c

1

1

Early Republic

H8.1-B.4b

1

1

2

Early Republic

H8.1-B.5b

2

2

Early Republic

CG8.3-B.1

1

1

Civil War & Reconstruction

H8.1-B.6a

1

1

Civil War & Reconstruction

H8.1-B.6b

1

1

Civil War & Reconstruction

H8.1-B.6c

1

1

Civil War & Reconstruction

H8.1-B.7c

1

1

Civil War & Reconstruction

H8.1-B.7b

1

1

Civil War & Reconstruction

H8.1-B.7a

1

1


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H8.1-B.8b

1

1

Grand Total

11

18

6

35

*Questions are dually aligned


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