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Social Studies Competency Assurance Documents
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4th Grade Social Studies Open Response Questions
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4th Grade
Government and Civics
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When Kentucky became a state in 1792, they modeled their
constitution after the Federal government.
- Describe the 3 branches of Kentucky’s government.
- Explain the purpose of each branch.
4th Grade
Government and Civics Rubric
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SCORE POINT |
DESCRIPTION |
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4
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- Student identifies three branches of Kentucky’s
government.
- Student explains, using extensive details, the
purpose of each branch.
- Student communicates information in an organized
manner so that others can understand.
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3
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- Student identifies two or three branches of the
government.
- Student explains, using broad details, the purpose
of each branch.
- Student communicates information, with some lapses
in organization.
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2
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- Student identifies one to two branches of the
government.
- Student gives basic explanation as to the purpose
of each branch.
- Student communicates reasonably, but has poor
organization and some inaccurate information.
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1
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- Student identifies a branch of government.
- Student gives minimal or no explanation as to the
purpose of the branch.
- Student has poor organization and some inaccurate
information.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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Suggestions:
- 3 Branches of Government:
- Legislative - Makes laws
- Judicial - Interprets laws
- Executive - Enforces laws
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4th Grade
Culture and Society
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Social problems exist in our nation, state, community and
schools. These problems can create conflict among people.
- Identify a social problem in your school or community.
- Describe a solution to that problem.
- Give 2 reasons why this solution would help solve the
problem in a positive way.
4th Grade
Culture and Society Rubric
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SCORE POINT |
DESCRIPTION |
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4 |
- Student identifies an appropriate social problem
and describes a solution.
- Student explains, using extensive details, 2
reasons why this would be a positive solution.
- Student communicates information in an organized
manner so that others can understand.
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3 |
- Student identifies an appropriate social problem
and describes a solution.
- Student explains, using broad details, 1-2 reasons
why this would be a positive solution.
- Student communicates information, with some lapses
in organization.
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2 |
- Student identifies a social problem without
describing a solution.
- Student explains with basic detail, 1 reason why
this would be a positive solution.
- Student communicates reasonably, but has poor
organization and some inaccurate information.
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1 |
- Student demonstrates minimal understanding of a
social problem.
- Student gives minimal or no explanation as to why
this solution would be positive.
- Student has poor organization and some inaccurate
information.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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Suggestions:
- Examples of social problems could be:
- cliques
- homelessness
- pollution
- gangs
- violence
- crime
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4th Grade
Economics
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Kentucky is comprised of 6 geographic regions. The economy
of each region is influenced by it geographical
characteristics.
- Choose 1 geographic region in Kentucky.
- Explain how the geographical characteristics affect the
economy of the region. Support your explanation with at
least three examples.
4th Grade
Economics Rubric
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SCORE POINT |
DESCRIPTION |
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4 |
- Student identifies a U.S. region
- Student explains, using extensive details, two
physical and two human characteristics.
- Student communicates information in an organized
manner so that others can understand.
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3 |
- Student identifies a U.S. region.
- Student explains, using broad details, one-two
physical and one-two human characteristics.
- Student communicates information, with some lapses
in organization.
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2 |
- Student identifies a U.S. region.
- Student gives a basic explanation of one physical
and one human characteristics.
- Student communicates reasonably, but has poor
organization and some inaccurate information.
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1 |
- Student identifies a U.S. region.
- Student gives minimal or no explanation of a
physical and human characteristics.
- Student has poor organization and some inaccurate
information.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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Suggestions:
- Geographic regions are:
- Pennyroyal
- Bluegrass
- Eastern Coal Field
- Western Coal Field
- Knobs
- Jackson Purchase
- Ex. - Eastern Coal Field is a mountainous area with coal
deposits.
- Coal deposits are a main source of employment in the
region for the people.
- As technology reduces the need for workers, there is a
high rate of unemployment.
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Regions
Regions are areas that have one or more physical or human
characteristics in common.
- Choose a United States region.
- Describe two physical characteristics and two human
characteristics of that region.
4th Grade
Geography Rubric
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SCORE POINT |
DESCRIPTION |
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4
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- Student identifies a U.S. region
- Student explains, using extensive details, two
physical and two human characteristics.
- Student communicates information in an organized
manner so that others can understand.
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3
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- Student identifies a U.S. region.
- Student explains, using broad details, one-two
physical and one-two human characteristics.
- Student communicates information, with some lapses
in organization.
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2
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- Student identifies a U.S. region.
- Student gives a basic explanation of one physical
and one human characteristics.
- Student communicates reasonably, but has poor
organization and some inaccurate information.
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1
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- Student identifies a U.S. region.
- Student gives minimal or no explanation of a
physical and human characteristics.
- Student has poor organization and some inaccurate
information.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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Suggestions:
- Physical characteristics include:
- mountains
- rivers
- lakes
- forests
- Human characteristics include:
- cultural differences
- occupations
- family structure
Cities
Many Kentucky cities are located near large rivers.
- Identify three important advantages that rivers provide
these cities.
- Explain why each advantage you name is important.
4th Grade
Geography Rubric
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SCORE POINT |
DESCRIPTION |
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4
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- Student identifies three important advantages that
rivers provide cities.
- Student explains, using extensive details, why
each advantage is important.
- Student communicates information in an organized
manner so that others can understand.
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3
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- Student identifies two or three important
advantages that rivers provide cities.
- Student explains, using broad details, why each
advantage is important.
- Student communicates information, with some lapses
in organization.
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2
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- Student identifies one to two important advantages
that rivers provide cities.
- Student gives a basic explanation why each
advantage is important.
- Student communicates reasonably, but has poor
organization and some inaccurate information.
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1
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- Student demonstrates minimal understanding of the
importance of rivers.
- Student gives minimal or no explanation why each
advantage is important.
- Student has poor organization and some inaccurate
information.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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Suggestions:
- Employment: Increases standard of living, provide for
more taxes
- Entertainment: Source of recreation, boating, swimming,
skiing etc.
- Trade Source: Large ships bring in goods to trade
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During the 1700-1800’s, many people settled in Kentucky.
These settlers came to Kentucky for many different reasons.
- Describe two reasons why the settlers moved to Kentucky
in the 1700-1800’s.
- Compare your reasons why the settlers moved to Kentucky
to why people move to Kentucky today.
4th Grade
History Rubric
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SCORE POINT |
DESCRIPTION |
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4
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- Student describes two reasons why settlers moved
to Ky. in the 1700-1800’s.
- Student compares, using extensive details, why
people move to Kentucky today.
- Student communicates information in an organized
manner so that others can understand.
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3
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- Student describes one-two reasons why settlers
moved to Ky. in the 1700-1800’s.
- Student compares, using broad details, why people
move to Kentucky today.
- Student communicates information, with some lapses
in organization.
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2
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- Student describes one reason why settlers moved to
Ky. in the 1700-1800’s.
- Student gives basic comparisons as to why people
move to Kentucky today.
- Student communicates reasonably, but has poor
organization and some inaccurate information.
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1
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- Student describes one reason why settlers moved to
Ky. in the 1700-1800’s.
- Student gives minimal or no explanation as to why
people move to Kentucky today.
- Student has poor organization and some inaccurate
information.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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Suggestions:
- Why settlers moved:
- Economic opportunity
- Social opportunity
- Political opportunity
- Family
- Adventure
- Why people move today:
- Economic opportunity
- Family
- Scenery
- Climate
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Native Americans and Pioneers
Sometimes people need to change and alter the land to
survive. For example, Native Americans and Pioneers used land
differently than we do today.
Describe two negative changes and two positive changes that
have occurred to the land in Kentucky since the 1700’s.
4th Grade
History Rubric
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SCORE POINT |
DESCRIPTION |
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4
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- Student identifies two negative and two positive
changes in the land since the 1700’s.
- Student explains, using extensive details, the
negative and positive changes affecting the land in
Kentucky.
- Student communicates information in an organized
manner so that others can understand.
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3
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- Student identifies one-two negative and one-two
positive changes in the land since the 1700’s.
- Student explains, using broad details, the
negative and positive changes affecting the land in
Kentucky.
- Student communicates information, with some lapses
in organization.
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2
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- Student identifies one negative and one positive
change in the land since the 1700’s..
- Student explains with a basic explanation the
negative and positive changes affecting the land in
Kentucky.
- Student communicates reasonably, but has poor
organization and some inaccurate information.
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1
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- Student identifies one change in the land since
the 1700’s.
- Student gives minimal or no explanation of the
changes affecting the land.
- Student has poor organization and some inaccurate
information.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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Suggestions:
- Negative:
- building (takes away green space)
- takes away animals’ habitats
- destruction of natural resources
- Positive:
- irrigation
- dams and reservoirs
- building (provides jobs)
Native Americans and Europeans
Early Kentucky was occupied by Native Americans and
European settlers. Conflicts arose between the two.
- Identify one source of conflict.
- Analyze the conflict from both the Native American and
European settlers perspectives.
4th Grade
History Rubric
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SCORE POINT |
DESCRIPTION |
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4
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- Student identifies one source of conflict.
- Student analyzes, using extensive details, the
conflict between Native Americans and European
settlers from each perspective.
- Student communicates information in an organized
manner so that others can understand.
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3
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- Student identifies one source of conflict.
- Student analyzes, using broad details, the
conflict between Native American and European
settlers from each perspective.
- Student communicates information, with some lapses
in organization.
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2
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- Student identifies one source of conflict.
- Student analyzes, with a basic explanation, the
conflict between Native American and European
settlers from each perspective.
- Student communicates reasonably, but has poor
organization and some inaccurate information.
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1
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- Student identifies one source of conflict.
- Student gives minimal or no explanation of the
conflict between Native American and European
settlers.
- Student has poor organization and some inaccurate
information.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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Suggestions:
- Sources of conflict:
- use of land
- land ownership
- cultural conflicts
Technology
Advances in technology have allowed new forms of
communication. Compare the way the early settlers of Kentucky
communicated across long distances to how we communicate
today.
4th Grade
History Rubric
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SCORE POINT |
DESCRIPTION |
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4
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- Student identifies appropriate items to compare.
- Student compares, using extensive details, the
communication between early settlers and people of
today.
- Student communicates information in an organized
manner so that others can understand.
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3
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- Student identifies appropriate items to compare.
- Student compares, using broad details, the
communication between early settlers and people of
today.
- Student communicates information, with some lapses
in organization.
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2
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- Student identifies appropriate items to compare.
- Student compares with a basic explanation the
communication between early settlers and people of
today.
- Student communicates reasonably, but has poor
organization and some inaccurate information.
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1
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- Student identifies one item.
- Student gives minimal or no explanation.
- Student has poor organization and some inaccurate
information.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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Suggestions:
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Then |
Now |
- letter writing
- word of mouth
- messenger
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- e-mail
- instant communication (fax, radio, tv)
- phone
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