Test Key Social Studies Grade Unit 0: Exploration and Mission Life 0-0 ## Item # Correct Answer TEKS SE Process SE Objective S008595D B.(A) None None S0886 J.(B) None None S0977 C.(C) None None S00707CS F.(A) None None 5 S0075CS B.(A) None 6 S0690 H.(B) None None 7 S008586D C.(B) None None 8 S007CS F.(C) None 9 S0085665D B.(C) None None 0 S007CS G.(C) None S0075CS C.(C).(C) S007CS H.(D) None S0076CS D.(B) None S00887D J.(B) None None 5 S0907 A.(C) None None 6 S0085680D G.(C) None None 7 S00707CS C.(C) None None 8 S0077CS J.(C) None
Social Studies Grade Unit 0 Appendix: Exploration and Mission Life 0-0
Social Studies Grade Unit 0 Appendix: Exploration and Mission Life 0-0 Performance Indicator # As a conquistador, write a letter to the Spanish monarch to explain your motivation to explore Texas. Include discussion of effects of your exploration on the American Indians and on the Spanish. (.A;.B,.D;.B).A Summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion. Letter gives clear, accurate reasons for European exploration of Texas including the effects of the exploration on American Indians. Letter gives general reasons for Spanish exploration of Texas and the effects on the American Indians. There may be minor inaccuracies or omissions. Letter is a vague likely wandering explanation of reasons for exploration and may or may not include effects. The letter may be more of an explanation of the conquistadors themselves than the reasons for exploration. There may be errors or at least one major reason omitted. Letter is too vague, skeletal, inaccurate and confusing to be considered minimally sufficient.
.B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. Student categorizes information accurately including examples for each element. There is evidence of analytical thinking through clear connections between cause and effect, and valid conclusions, generalizations and inferences that are supported with examples. If required, comparisons and contrasts are insightful and supported with data throughout. The key to the score point is the amount of accurate and appropriate support/data/examples provided for insightful assertions. Student categorizes information; however, there may be minor errors or omissions of content. Overall, the student shows evidence of analytical thinking by supporting assertions (predictions, inferences, conclusions, generalizations and cause/effect relationships). This level of support, however, at this score point is less consistent throughout. The assertions tend to read more generally and some have better support than others. Student categorizes information; however, there are likely omissions and errors that are more prominent. The student shows only occasional evidence of analytical thinking, so that assertions are general with little in the way of support. Some assertions may not be valid, but, for the most part, the student does show evidence of an ability to think analytically. There is little to no evidence that the student can think analytically. Assertions are invalid or inaccurate and there is little to no data/detail/examples as support for them..d Identify different points of view about an issue, topic, historical event, or current event; and Student clearly differentiates the points of view portrayed by individuals or documents. Minute differences are noted and analyzed. The top score will usually be able to give clear reasons a given point of view is held. Student differentiates the points of view of individuals or in documents. The point of view is clearly stated with no ambiguity, but may lack an in depth analysis including reasons the point of view developed. Student differentiates the point of view in the most general terms likely a one sentence statement that someone was for or someone was against. The response lacks insight or analysis other than at this level. Student inaccurately determines the point of view.
.B Incorporate main and supporting ideas in verbal and written communication. 0 Student provides, in a written or oral form, the main ideas related to Supporting details are used to illustrate the general points. There are no inaccuracies. Student provides generally successful information giving the main ideas supported by details about. Some points may be better supported than others. The response may be inconsistent; however, there are no significant omissions or inaccuracies. Student provides only a minimally successful explanation, possibly giving a series of disconnected facts, without making main ideas or generalizations. There may be errors and omissions, but the information includes enough factual data to be considered minimally successful. There is little to no evidence that the student understands the important ideas related to and can express them adequately with supporting evidence. The response is listlike, skeletal, inaccurate, or vague. Student does not attempt the task.
Performance Indicator # Create a mural illustrating life in Texas missions. Write a summary of the impact of mission life on the settlement of Texas, including both positive and negative effects they had on the growth of Texas. (.C;.C;.B,.C).C Explain when, where, and why the Spanish established settlements and Catholic missions in Texas as well as important individuals such as José de Escandón..C Analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas. Mural and summary provide details that bring missions to life with both positive and negatives effects. There are no obvious errors or omissions. Mural and summary provide general explanation or depictions of mission life but may show only one side or the other of effects. Mural and summary provide minimal explanation of mission life. There may be inaccuracies and obvious omissions. Mural and summary are off topic, too inaccurate, and too skeletal with too few examples to be considered minimally sufficient.
.B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. Student categorizes information accurately including examples for each element. There is evidence of analytical thinking through clear connections between cause and effect, and valid conclusions, generalizations and inferences that are supported with examples. If required, comparisons and contrasts are insightful and supported with data throughout. The key to the score point is the amount of accurate and appropriate support/data/examples provided for insightful assertions. Student categorizes information; however, there may be minor errors or omissions of content. Overall, the student shows evidence of analytical thinking by supporting assertions (predictions, inferences, conclusions, generalizations and cause/effect relationships). This level of support, however, at this score point is less consistent throughout. The assertions tend to read more generally and some have better support than others. Student categorizes information; however, there are likely omissions and errors that are more prominent. The student shows only occasional evidence of analytical thinking, so that assertions are general with little in the way of support. Some assertions may not be valid, but, for the most part, the student does show evidence of an ability to think analytically. There is little to no evidence that the student can think analytically. Assertions are invalid or inaccurate and there is little to no data/detail/examples as support for them..c Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps. Student creates highly appropriate visuals for the concepts assigned. No additional oral explanation is needed in order to gain critical information from the response. Student creates appropriate visuals for the concepts assigned; however, they may need some additional explanation in order for the viewer to make the proper connection. Student creates visuals, but they only connect to the assigned concepts in the most minimal way. Much teacher prompting is required to refine the visuals so that they communicate the proper information. Even with significant teacher prompting, the student is unable to create an appropriate visual for the assigned concepts.