Colorado Measures of Academic Success

Grade 4 Social Studies

Answer Key with Scoring Rubrics

Practice Resource for Students

11232811 2 3 4 5 A B C D E Printed in the USA ISD33083 ANSWER KEY ‐ ITEM SET 1

Item Set 1 ‐ Question 1 (Selected Response)

Item Information Answer: C Standard: 1. History Concepts and Skills 2. The historical eras, individuals, groups, ideas and themes in Colorado history and their Mastered: relationships to key events in the United States. Evidence Outcome: c. Describe the development of the political structure in Colorado history. Topics to include but not limited to an understanding of the Colorado Constitution and the relationship between state and national government. P Value: 0.503

Item Set 1 ‐ Question 2 (Selected Response)

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 1

Item Information Answer: B Standard: 1. History Concepts and Skills 1. Organize and sequence events to understand the concepts of chronology and cause Mastered: and effect in the history of Colorado. Evidence Outcome: c. Explain the cause‐and‐effect relationships in the interactions among people and cultures that have lived in or migrated to Colorado. P Value: 0.612

Item Set 1 ‐ Question 3 (Constructed Response)

Item Information Answer: See Scoring Rubric and Sample Student Responses Standard: 4. Civics Concepts and Skills 1. Analyze and debate multiple perspectives on an issue. Mastered: Evidence Outcome: a. Give examples of issues faced by the state and develop possible solutions. Score Point 23.0% of students earned 3 points. Distribution: 23.0% of students earned 2 points. 25.0% of students earned 1 points. 29.0% of students earned 0 points.

Scoring Rubric Points Attributes 3 Student responses may include but are not limited to:  Take short showers instead of baths  Turn the water off when brushing your teeth  Make sure faucets are not dripping  Turn the water off when washing dishes  Don’t leave the water running while washing hands  Use a bucket instead of a hose when washing things like cars and bikes  Water plants, gardens, and yards less 2 Student explains two ways people in Colorado can save water. 1 Student explains one way people in Colorado can save water. 0 Incorrect response.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 2

Sample Student Responses Points 3 Sample A Response Some ways I think people can save water are,

1. They can turn the water off while they are brushing their teeth

2. They can take a little bit of a shorter shower or turn the water off when they are soaping up

3. They can turn their spriklers off and move them if the spriklers are spraying onto their side walk.

Sample A Annotation The student demonstrates a clear understanding of the task and explains three ways people in Colorado can save water: (turn the water off while . . . brushing their teeth; take a little bit shorter shower or turn the water off when soaping up; and turn their spriklers off and move them if the spriklers are spraying onto their side walk).

Sample B Response Three ways people can save water are they can turn the fosset off when they are done, because some people keep the water running when they don't need any water. Another way to save water is to build dams, so when it rains, you can keep the water contained. One last way to save water is to take short showers, becuase when people take long showers, they take more water, so the shorter the better. Those are three ways to reserve water.

Sample B Annotation This student demonstrates a clear understanding of the task and explains three ways to save water: (turn the fosset off when they are done; build dams; and take short showers). Both public and personal strategies for saving water are acceptable. 2 Sample A Response There are many ways people can help save water, even at home. One of the reasons water availability is dropping is because of how long we use our water. For example, when people take shower it wastes too much water. We can prevent that by taking shorter showers. We also sometimes wast too much water when we wash our hands. For example if you keep the water running before you get soap or leave it running to go dry your hands after you wash them that still is wasting water.We are and even you can help save water.

Sample A Annotation The student demonstrates a partial understanding of the task. Two means of saving water are explained: (taking shorter showers; and when we wash our hands . . . if you keep the water running before you get soap or leave it running to go dry your hands . . . that is still wasting water). Please note that the student presents the second idea as a habit to avoid.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 3 Sample B Response Three ways people in Colorado can save water is:

1. Take shorter showers

2. Do not dump water into a sink if you can still drink the water

3.Do not dump nasty things into bodies of water

Sample B Annotation The student demonstrates a partial understanding of the task and correctly explains two strategies for saving water (Take shorter showers; Do not dump water into a sink if you can still drink the water). However, the final idea about pollution does not result in water savings (Do not dump nasty things into bodies of water) and receives no credit. 1 Sample A Response In this explanation, I will be explaining three ways on how in 2014 in Colorado, what people could have done to preserve water during a great drought. To start off, #1. is limit showers, and especially when you can take baths.When you take a bath or shower, it uses water and usually alot, by limiting how much you take them you could have more water to survive on. Also, #2. is if you aren't super thirsty, don't drink any water, Gaterade or Coolade is fine just no water.That way it will last way longer hopefully. Last but not least comes #3. what I think is most important is that don't water any crops or plants, you need the water better than them. You need water in order to survive, and by giving the plants water, you're giving away water that you could be very thankful that you have sooner or later on in life. Clearly, during the 2014 drought in Colorado, there were many things citizens could have done in order to preserve water.

Sample A Annotation The student demonstrates a very limited understanding of the task. Although three strategies are named, only one is realistic (limit showers). No credit is given for switching to other drinks (if you aren’t super thirsty, don’t drink any water. Gatorade or Coolaid is fine just no water) and letting crop die (Don’t water any crops or plants, you need the water better than them). A major reason for wate conservation is to reserve water for basic human survival, drinking and growing crops.

Sample B Response There are three ways to save water. One way is, not to waste the water you could save it. Another way is that you could not pollute the lakes and rivers in Colorado. The last way is that you could not use it as much.

Sample B Annotation The student demonstrates a very limited understanding of the task, suggesting some non‐specific ways to save water: (not to waste the water . . . you could not use it as much). The comment (not polluting the lakes and rivers in Colorado) does not receive credit since it does explain how this would result in water savings.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 4 0 Sample A Response To drink more milk.Another rason drink more cool leid and more soda

Sample A Annotation The student demonstrates no understanding of the task by offering impracticable strategies save water (To drink more milk . . . more cool leid and more soda).

Sample B Response in 2014, about one third of Colorado felt the effects of a drought.because people in colorado can save water by not puting trash in it, or by not letting bad things in it, and by people need to save water.

Sample B Annotation The student demonstrates little or no understanding of the task and does not address how to save water. Keeping the water clean does not directly address water savings.

Item Set 1 ‐ Question 4 (TEI Drag‐and‐Drop)

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 5 Item Information Answer: See image Standard: 1. History Concepts and Skills 1. Organize and sequence events to understand the concepts of chronology and cause Mastered: and effect in the history of Colorado. Evidence Outcome: a. Construct a timeline of events showing the relationship of events in Colorado history with events in United States and world history. P Value: 0.43

Item Set 1 ‐ Question 5 (Multiple Select)

Item Information Answer: B,C,E Standard: 1. History Concepts and Skills 2. The historical eras, individuals, groups, ideas and themes in Colorado history and their Mastered: relationships to key events in the United States. Evidence Outcome: d. Describe the impact of various technological developments. Topics to include but not limited to the state of Colorado, including changes in mining technology; changes in transportation; early 20th century industrial changes; and mid‐ to late 20th century nuclear and computer technological changes. P Value: 0.235

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 6 Item Set 1 ‐ Question 6 (TEI Hot Spot)

Item Information Answer: See image Standard: 2. Geography Concepts and Skills 1. Use several types of geographic tools to answer questions about the geography of Mastered: Colorado. Evidence Outcome: b. Use geographic grids to locate places on maps and images to answer questions. P Value: 0.4

Item Set 1 ‐ Question 7 (Constructed Response)

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 7 Item Information Answer: See Scoring Rubric and Sample Student Responses Standard: 2. Geography Concepts and Skills 1. Use several types of geographic tools to answer questions about the geography of Mastered: Colorado. Evidence Outcome: d. Illustrate, using geographic tools, how places in Colorado have changed and developed over time due to human activity. Score Point 6.8% of students earned 3 points. Distribution: 19.3% of students earned 2 points. 36.0% of students earned 1 point. 34.7% of students earned 0 points.

Scoring Rubric Points Attributes 3 Student describes three ways that people in the coal‐mining industry changed the local environment and uses evidence from the sources to support the answer.

Student responses may include but are not limited to:  The coal was located deep in the ground. Miners dug deep, underground tunnels to get the coal.  The population of coal‐mining areas grew as coal mines and towns were built.  Inside the coal mines, the miners used materials, such as wood to shore up the underground mines. They used tools, such as pickaxes and shovels, to remove the coal from the mines. They built rail lines within the underground tunnels to move the coal out of the mine.  Mining companies built loading stations and rail lines in the coal‐mining areas to move the coal.  Towns were built near coal mines for the mine workers.  Highways and rail lines were built to connect the towns and mines in coal‐mining areas. 2 Student describes two ways the people in the coal‐mining industry changed the local environment and uses evidence from the sources to support the answer. 1 Student describes one way the people in the coal mining industry changed the local environment and uses evidence from the sources to support the answer. 0 Incorrect response.

Sample Student Responses Points 3 Sample A Response People gave more money to the miners ( Source 1) People made many rail lines so it was easier for miners to transport their ores ( Source 5) Many miners went to Gunnison, lafayette, and Longmont for coal ( Source 2)

Sample A Annotation The student demonstrates a clear understanding of the task by describing three ways that people in the coal mining industry changed the local environment. Using source evidence, the student describes an improvement in working conditions as illustrated in Source 1 (People gave more money to the miners), the use of the railroad as indicated in Source 5 (People made many rail lines so it was easier for miners to transport their ores), and a population increase as seen on the chart in Source 2 (Many miners went to Gunnison, lafayette, and Longmont for coal).

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 8 Sample B Response People in coal mining indrusties changed the enviorment by using the coal to heat homes. Another way they changed the enviorment is by digging deep tunnels in the ground to find coal and lastly the changed the enviorment by making under ground railways.

Sample B Annotation In this response, the student demonstrates a clear understanding of the task. Three source‐based ways are detailed (People . . . changed the enviorment by using coal to heat homes . . . by digging tunnels in the ground to find coal . . . by making under ground railways). Source 1, Paragraph 1 speaks of people using coal to heat their homes, Paragraph 2 of the same source mentions the digging of tunnels deep underground, and Source 3 shows a photo of the ore car on rails. It is not necessary for the student to name the source in order to receive credit. 2 Sample A Response One way that the coal‐mining industry changed the local enviroment was that, well, they created mines, and deep holes in the earth are local enviroment change. The coal‐mining industry also made a lot of fatherless/ husbandless people in the towns in which mines were placed. The mines also had a positive affect: they brought a lot of people wanting to srtike it rich, making tons of towns thriving towns.

Sample A Annotation The student demonstrates a partial understanding of the task by describing two solid ways that people in the coal mining industry have changed the local environment. The student describes how “they created mines” which were “deep holes in the earth.” A second pertinent change is explained, “they brought a lot of people . . . making tons of towns thriving towns.” No credit is awarded for the conclusion about “fatherless/husbandless people” in the mining towns since the sources do not support this idea.

Sample B Response Three ways that people in the coal‐mining industry changed the local environment. First, they changed the local environment by digging tunals in the mountain. Second, they changed the local environment by billding railroads all over the state to move coal from place to place. Theard, they changed the local environment by billding lots of mins allover the state.

Sample B Annotation Demonstrating a partial understanding of the task, the student describes two pertinent ways that people changed the local environment. Credit is awarded for “digging tunals in the mountain” and “billding railroads all over the state to move coal.” Since building mines is equated to digging tunnels no additional credit is conferred for this idea. 1 Sample A Response by adding tracks and adding mines and fuel companys

Sample A Annotation The student demonstrates a very limited understanding of the task by describing three changes without evidence offered from the sources (by adding tracks and adding mines and fuel companys). More specific descriptions would be needed to earn a higher score.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 9 Sample B Response they dig a tunnul underground.

Sample B Annotation Demonstrating a very limited understanding of the task, the student only describes one way people in the coal mining industry changed the local environment (they dig a tunnul underground). 0 Sample A Response They changed the onviroment by poluting the air

Sample A Annotation The student receives no credit for this idea (They changed the onviroment by poluting the air) because pollution is not mentioned in the sources.

Sample B Response they changed the environment by them finding coal.

Sample B Annotation The student merely restates the premise of the prompt itself and does not provide any changes to the local environment.

Item Set 1 ‐ Question 8 (Constructed Response)

Item Information Answer: See Scoring Rubric and Sample Student Responses Standard: 2. Geography Concepts and Skills 2. Connections within and across human and physical systems are developed. Mastered: Evidence Outcome: a. Describe how the physical environment provides opportunities for and places constraints on human activities. Score Point 16.0% of students earned 3 points. Distribution: 23.2% of students earned 2 points. 23.4% of students earned 1 point. 31.6% of students earned 0 points.

Scoring Rubric Points Attributes 3 Student describes three ways that the discovery of coal in north central Colorado helped the area develop.

Student responses may include but are not limited to:  Coal mining provided jobs for many people.  Coal mining brought many people to the area so the population grew.  Towns were built near the coal mines.  Railroads and highways were built to transport coal for sale in other areas.  Railroads and highways were built to transport people to and from the area. CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 10 2 Student demonstrates a partial understanding of the task.

Student describes two ways that the discovery of coal in north central Colorado helped the area develop. 1 Student demonstrates a very limited understanding of the task, and the task is incomplete.

Student describes one way that the discovery of coal in north central Colorado helped the area develop. 0 Incorrect response.

Sample Student Responses Points 3 Sample A Response Coal could build many buildings and houses so the populatoin must have gotten bigger and people must have gotten lots of jobs. It also probebly helped comaneis form into place.

Sample A Annotation In this response, the student demonstrates a clear understanding of the ways coal has helped the area develop. The student provides the mandatory three ways, plus an additional one (Coal could build many buildings and houses . . . the populatoin must have gotten bigger . . . people must have gotten lots of jobs . . . helped comaneis form into place).

Sample B Response 1. It helped by bringing people to COlorado. 2. It helped by creating highways so people hade roads to travel 3. It helped because More people=more money.

Sample B Annotation Demonstrating a clear understanding of the task, the student describes three ways that coal has helped the area develop (It helped by bringing people to COlorado . . . It helped by creating highways so people hade roads to travle . . . It helped because More people=more money). 2 Sample A Response 1. more people came, 2. There were towns 3. there were lots of living spaces

Sample A Annotation Demonstrating a partial understanding of the task, this student describes two ways that coal has helped the area develop (more people came; There were towns). The third idea, “there were lots of living spaces,” reinforces the second point about towns and does not receive separate credit.

Sample B Response it made more miners come to get coal. it made more balck smiths come to mack things to be powerd by coal. it made more shopsmen so they can trad for stuff.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 11 Sample B Annotation The student demonstrates a partial understanding of the task by describing two ways that coal helped the area develop (it made more miners come to get coal . . . more balck smiths come to mack things to be powered by coal/more shopsmen so they can trad for stuff). The arrival of people indicates an increase in population, and the influx of tradesmen indicates business growth. 1 Sample A Response this helped Colorado because coal was used for many things such as powering a huge ship or starting a fire in a house or producing heat for a stove.

Sample A Annotation The student demonstrates a very limited understanding of the task by describing one way that coal helped the area develop, in terms of home life (coal was used for . . . starting a fire in a house or producing heat for a stove). Since “huge ships” do not exist in the land locked mountain areas nor open ranges of Colorado, this point remains unsubstantiated.

Sample B Response 1. One way the sources helped the area develop was by making it better. 2. Another way the sources helped the area develop was by making it even bigger. 3. The last way the sources helped the area develop was by building more things and places.

Sample B Annotation This student demonstrates a very limited understanding of the task by describing one way that coal helped the area develop (by making it even bigger) which suggests population growth. Other statements (by making it better . . . by building more things and places) are too vague to earn additional credit. 0 Sample A Response It helped the north central Colorado by making a change in life.

Sample A Annotation This student’s response is too vague to receive any credit.

Sample B Response ● The discovery in finding coal in central colorado is that they found 1.2 millon peaces of coal and thats what i think.

Sample B Annotation This student’s response is incorrect in terms of the prompt. The student focuses on the discovery of coal itself, not how the discovery helped the area develop.

Item Set 1 ‐ Question 9 (Constructed Response)

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 12 Item Information Answer: See Scoring Rubric and Sample Student Responses Standard: 3. Economics Concepts and Skills 1. People respond to positive and negative incentives. Mastered: Evidence Outcome: c. Explain how the productive resources – natural, human, and capital – of Colorado have influenced the types of goods produced and services provided. Score Point 7.3% of students earned 3 points. Distribution: 15.1% of students earned 2 points. 23.7% of students earned 1 point. 47.4% of students earned 0 points.

Sample Student Responses Points 3 Student explains one example of how each resource‐‐a natural resource, a human resource, and a capital resource—helped the coal‐mining industry become successful.

Student responses may include but are not limited to: • Natural resources—The coal itself, which was found in mountain areas of Colorado. It was used for heating and to fuel trains. • Human resources: Coal miners—They did the hard work that was needed to get the coal out of the earth. They worked in dangerous conditions to do their jobs. Coal mine owners and managers—They managed workers and money. • Capital resources—It took money to buy the expensive mining equipment that was needed to dig deep into the ground. Railroads were also a capital resource that was needed to transport the coal to markets.

Sample student response: The coal‐mining industry used many resources. Coal miners were a human resource. They helped the industry become successful by working hard to get the coal out of the ground. One capital resource that helped the the coal industry was the railroads. They were important in moving the coal from the mines to markets where it was sold. The natural resource that helped the coal industry was the coal itself. Coal was a valuable natural resource because it was a source of fuel. 2 Student demonstrates a partial understanding of the task.

Student explains examples of two of the three types of resources. 1 Student demonstrates a very limited understanding of the task, and the task is incomplete.

Student explains an example of one of the three types of resources. 0 Incorrect response.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 13 Sample Student Responses Points 3 Sample A Response One example of how a natural resource, a human resource, and a capital resource helped the coal‐ mining industry become successful are that metal was used for mining helmets and coal carts starting in 1930. A human resource was the miners and they helped the coal‐mining industries by actually mining the ore. A capital resource were the pickaxes and mining drills that helped the miner mine the ore.

Sample A Annotation The student explains how one example of each type of resource helped bring success to the coal mining industry (natural resource . . . metal was used for mining helmets and coal carts . . . human resource was the miners and they helped . . . by actually mining the ore . . . capital resource were the pickaxes and mining drills that helped . . . mine the ore).

Sample B Response Natural resources were all the coal. Human resources were the miners. Capital resources were the trains.

Sample B Annotation The student demonstrates a clear understanding of the task by identifying each of the three types of resources in terms of the coal industry needs (Natural resources were all the coal . . . Human resources were the miners . . . Capital resources were the trains). 2 Sample A Response a human resource that helped miners where metal helmets because it would protect them from falling rocks, a natural resource is coal, coal helped them with producing heat, a capital resource was the railroads, they helped miners get around the mines

Sample A Annotation In this explanation, the student demonstrates a partial understanding of the task by explaining how one example of two given types of resources brought success to the industry (a natural resource is coal . . . helped them with producing heat . . . a capital resource was the railroads . . . they helped miners get around the mines). The contention that “metal helmets” are a type of human resource is inaccurate.

Sample B Response ● The natural resource was coal. ● The human resource was the coal miners.

Sample B Annotation The student demonstrates a partial understanding of the task by identifying one example of two types of resources in the context of coal industry needs (The natural resource was coal . . . The human resource was the coal miners).

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 14 1 Sample A Response Using a natural resource, the coal! =)

Sample A Annotation By correctly identifying an example of one resource, the student demonstrates a very limited understanding of how resources bring success to the coal industry (Using a natural resource, the coal).

Sample B Response One example is the air tanks the air tanks helped the miners breeth in the tunals. A nother example is there helmets that would pertect the miners. The last example is there picaxe would help them brake the rock.

Sample B Annotation This student demonstrates a very limited understanding of the task by focusing on explaining how capital resources help to bring success to the coal industry (One example is the air tanks . . . helped the miners breeth in the tunals . . . there helmets that would pertect the miners . . . there picaxe would help them brake the rock). 0 Sample A Response I thnik that the coal mining became successful because it was not cheep and that is why all of people use to buy them.

Sample A Annotation The student’s response is incorrect in terms of the prompt. A resource is neither clearly identified nor explained in terms of a contribution to the industry (coal mining became successful because it was not cheep and that is why all of people use to buy them).

Sample B Response A natural resource are things that are not man mad.
A human resours are thoughts and idas.
A capital resours is some thing man mad.

Sample B Annotation The student’s response is incorrect in terms of the prompt, providing only vague definitions for natural, human, and capital resources (A natural resource are things that are not man mad . . . A human resours are thoughts and idas . . . A capital resours is some thing man mad).

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 15 Item Set 1 ‐ Question 10 (TEI Hot Spot)

Item Information Answer: See image Standard: 2. Geography Concepts and Skills 1. Use several types of geographic tools to answer questions about the geography of Mastered: Colorado. Evidence Outcome: a. Answer questions about Colorado regions using maps and other geographic tools. P Value: 0.7544

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 16 Item Set 1 ‐ Question 11 (TEI Hot Spot)

Item Information Answer: See image Standard: 3. Economics Concepts and Skills 2. The relationship between choice and opportunity cost (PFL). Mastered: Evidence Outcome: b. Analyze different choices and their opportunity costs. P Value: 0.477

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 17 Item Set 1 ‐ Question 12 (TEI Drag‐and‐Drop)

Item Information Answer: See image Standard: 1. History Concepts and Skills 1. Organize and sequence events to understand the concepts of chronology and cause Mastered: and effect in the history of Colorado. Evidence Outcome: a. Construct a timeline of events showing the relationship of events in Colorado history with events in United States and world history. P Value: 0.279

Item Set 1 ‐ Question 13 (TEI Hot Spot)

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 18 Item Information Answer: See image Standard: 3. Economics Concepts and Skills 2. The relationship between choice and opportunity cost (PFL). Mastered: Evidence Outcome: a. Define choice and opportunity cost. P Value: 0.544

Item Set 1 ‐ Question 14 (TEI Drag‐and‐Drop)

Item Information Answer: See image Standard: 4. Civics Concepts and Skills 2. The origins, structure, and functions of the Colorado government. Mastered: Evidence Outcome: c. Identify and explain the services state government provides and how those services are funded. P Value: 0.527

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 19 Item Set 1 ‐ Question 15 (TEI Hot Spot)

Item Information Answer: See image Standard: 2. Geography Concepts and Skills 1. Use several types of geographic tools to answer questions about the geography of Mastered: Colorado. Evidence Outcome: e. Describe similarities and differences between the physical geography of Colorado and its neighboring states. P Value: 0.4517

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 20 ANSWER KEY – ITEM SET 2

Item Set 2 ‐ Question 1 (TEI Drag‐and‐Drop)

Item Information Answer: See image Standard: 1. History Concepts and Skills 2. The historical eras, individuals, groups, ideas and themes in Colorado history and their Mastered: relationships to key events in the United States. Evidence Outcome: b. Describe interactions among people and cultures that have lived in Colorado. P Value: 0.657

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 21 Item Set 2 ‐ Question 2 (Selected Response)

Item Information Answer: A Standard: 2. Geography Concepts and Skills 1. Use several types of geographic tools to answer questions about the geography of Mastered: Colorado. Evidence Outcome: c. Create and investigate geographic questions about Colorado in relation to other places. P Value: 0.301

Item Set 2 ‐ Question 3 (TEI Drag‐and‐Drop)

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 22 Item Information Answer: See image Standard: 3. Economics Concepts and Skills 2. The relationship between choice and opportunity cost (PFL). Mastered: Evidence Outcome: e. Analyze methods of limiting financial risk (PFL). P Value: 0.386

Item Set 2 ‐ Question 4 (Selected Response)

Item Information Answer: D Standard: 2. Geography Concepts and Skills 2. Connections within and across human and physical systems are developed. Mastered: Evidence Outcome: d. Describe how places in Colorado are connected by movement of goods and services and technology. P Value: 0.384

Item Set 2 ‐ Question 5 (Selected Response)

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 23 Item Information Answer: A Standard: 2. Geography Concepts and Skills 2. Connections within and across human and physical systems are developed Mastered: Evidence Outcome: a. Describe how the physical environment provides opportunities for and places constraints on human activities. P Value: 0.351

Item Set 2 ‐ Question 6 (Selected Response)

Item Information Answer: D Standard: 3. Economics Concepts and Skills 1. People respond to positive and negative incentives. Mastered: Evidence Outcome: c. Explain how the productive resources – natural, human, and capital – of Colorado have influenced the types of goods produced and services provided. P Value: 0.542

Item Set 2 ‐ Question 7 (Constructed Response)

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 24 Item Information Answer: See Scoring Rubric and Sample Student Responses Standard: 3. Economics Concepts and Skills 1. People respond to positive and negative incentives. Mastered: Evidence Outcome: b. Give examples of the kinds of goods and services produced in Colorado in different historical periods and their connection to economic incentives. 3.52% of students earned 3 points. Score Point 18.06% of students earned 2 points. Distribution: 47.36% of students earned 1 point. 31.06% of students earned 0 points.

Scoring Rubric Points Attributes 3  Complete and correct response is demonstrated of the concepts or procedures outlined in the task.  Student explanations and/or interpretations are clear and complete.  The response may contain minor flaws that do not detract from the demonstration of a thorough understanding. 2  The student’s response demonstrates a partial understanding of the concepts or procedures outlined in thetask.  The student expresses an acceptable conclusion or provides an adequate interpretation of the task; however, the student’s work lacks a complete understanding of the underlying concepts or procedures outlined in the task.  The response may contain minor flaws that reflect inattentiveness or indicate some misunderstanding of the underlying concepts or procedures. 1  The student demonstrates very limited understanding of the concepts or procedures outlined in the task.  The student’s response is incomplete and exhibits many flaws.  The student’s response addresses some of the conditions of the task; however, the student reaches an inadequate conclusion and/or provides reasoning that is faulty or incomplete.  The response exhibits many flaws or may be incomplete. 0  Student does not provide a response or provides a response that does not demonstrate an understanding of the concepts or procedures outlined in the task.  The student’s explanation may be impossible to interpret, lack sufficient information to determine the student’s understanding, contain clear misunderstanding of the underlying concepts and procedures or may be incorrect.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 25 Sample Student Responses Points 3 Sample A Response The increase of silver miners led to the increase of the number of buisnesses in colorado because in source four it said miners needed restaraunts, hotels, and stores. The business owners thought it would be good if they sold gold pans and other mining tools, they would get rich by selling it to the miners.

Sample A Annotation The student demonstrates a clear understanding of the concepts being measured and provides a clear and complete explanation of why the silver boom and the increase of miners led to an increase in the number of businesses in Colorado (because in source four it said miners needed restaraunts, hotels, and stores. The business owners thought is would be good if they sold gold pans and other mining tools, they would get rich by selling it to the miners).

Sample B Response It lead to the increase in the number of businesses because, the silver miners were finding silver, whith helped them get the money, and silver to build them. They builded things like, Opera Houses.

Sample B Annotation The student demonstrates a clear understanding of the concepts being measured and provides a clear and complete explanation of why the silver boom and the increase of miners led to an increase in the number of businesses in Colorado (because, the silver miners were finding silver, whith helped them get the money, and silver to build them. They builded things like, Opera Houses). The student shows a clear grasp of economic cause and effect. 2 Sample A Response when the silver blast took place, it provided many jobs. some ways that i know this because is that in the text it said that towns grew around the mines making more shops. also, in the text it said merchhants opend shops.

Sample A Annotation The student demonstrates a partial understanding of why the silver boom and the increase of miners led to an increase in the number of businesses in Colorado. The student shows only a partial grasp of economic cause and effect as he or she only describes the effects (it provided many jobs . . . towns grew around the mines making more shops . . . merchhants opend shops).

Sample B Response The silver boom and the increase in silver miners in Colorado led to an increase in businesses in Colorado by miners started mining silver and merchants started getting more money.

Sample B Annotation The student provides a partial explanation of why the silver boom and the increase ofd miners le to an increase in the number of businesses in Colorado (by miners started mining silver and merchants started getting more money).

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 26 1 Sample A Response Why it let to an increase in buisnesses is because there were more people in Colorado then there are now then before.

Sample A Annotation The student demonstrates a very limited understanding of the concepts being measured and provides an inadequate explanation of why the silver boom and the increase of miners led to an increase in the number of businesses in Colorado (there were more people in Colorado).

Sample B Response Mining gives miners jobs.

Sample B Annotation The student demonstrates a very limited understanding of the concepts being measured and provides an inadequate explanation of why the silver boom and the increase of miners led to an increase in the number of businesses in Colorado (Mining gives miners jobs). 0 Sample A Response because it was close to colorado and the silver boom was nerer to doth states or villige.

Sample A Annotation The student demonstrates a lack of understanding of the concepts being measured and provides an incorrect explanation to the question asked by the prompt.

Sample B Response Because there was a lot of silver and they used to bild things.

Sample B Annotation The student demonstrates a lack of understanding of the concepts being measured. The response is deemed too vague to receive any credit.

Item Set 2 ‐ Question 8 (Constructed Response)

Item Information Answer: See Scoring Rubric and Sample Student Responses Standard: 1. Social Studies Concepts and Skills 2. The historical eras, individuals, groups, ideas and themes in Colorado history and their Mastered: relationships to key events in the United States Evidence Outcome: d. Describe the impact of various technological developments. Topics to include but not limited to the state of Colorado, including changes in mining technology; changes in transportation; early 20th century industrial changes; and mid‐ to late 20th century nuclear and computer technological changes. Score Point 6.50% of students earned 3 points. Distribution: 35.75% of students earned 2 points. 36.56% of students earned 1 point. 21.19% of students earned 0 points. CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 27 Scoring Rubric Points Attributes 3  Complete and correct response is demonstrated of the concepts or procedures outlined in the task.  Student explanations and/or interpretations are clear and complete.  The response may contain minor flaws that do not detract from the demonstration of a thorough understanding. 2  The student’s response demonstrates a partial understanding of the concepts or procedures outlined in the task.  The student expresses an acceptable conclusion or provides an adequate interpretation of the task; however, the student’s work lacks a complete understanding of the underlying concepts or procedures outlined in the task.  The response may contain minor flaws that reflect inattentiveness or indicate some misunderstanding of the underlying concepts or procedures. 1  The student demonstrates very limited understanding of the concepts or procedures outlined in the task.  The student’s response is incomplete and exhibits many flaws.  The student’s response addresses some of the conditions of the task; however, the student reaches an inadequate conclusion and/or provides reasoning that is faulty or incomplete.  The response exhibits many flaws or may be incomplete. 0  Student does not provide a response or provides a response that does not demonstrate an understanding of the concepts or procedures outlined in the task.  The student’s explanation may be impossible to interpret, lack sufficient information to determine the student’s understanding, contain clear misunderstanding of the underlying concepts and procedures or may be incorrect.

Sample Student Responses Points 3 Sample A Response There are many advantages of deporting silver from trains instead of mule or pack train. First, trains can carry much more than pack trains or mule. Also, they are much faster. So, its faster, carrys more, and was pretty easy.

Sample A Annotation The student demonstrates a clear understanding of the concepts being measured and provides a clear and complete description of the advantages to miners of shipping silver by railroad (First, trains can carry much more than pack trains or mule. Also, they are much faster. So, its faster, carrys more, and was pretty easy). The student furnishes a clear comparison supported by two advantages.

Sample B Response the silver would get to the destination faster, and the animals they would take to ride wouldn’t get so tired, plus the railroads have a fewer percentage of getting lost then just riding 50 miles on horseback.

Sample B Annotation The student demonstrates a clear understanding of the concepts being measured and offers a clear

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 28 and complete description of the advantages to miners of shipping silver by railroad. The student provides three valid reasons for shipping by railroad (the silver would get to the destination faster, and the animals they would take to ride wouldn’t get so tired, plus the railroads have a fewer percentage or getting lost then just riding 50 miles on horseback). 2 Sample A Response The railroad caried silver longer and faster.

Sample A Annotation The student demonstrates a partial understanding of the concepts being measured and provides a partial description of the advantages to miners of shipping silver by railroad (The railroad caried silver longer and faster). The student posits two valid advantages with no elaboration.

Sample B Response Trains can ship/fit so much more than a pack train or a mule can.

Sample B Annotation The student demonstrates a partial understanding of the concepts being measured and provides a partial description of the advantages to miners of shipping silver by railroad (Trains can ship/fit so much more than a pack train or a mule can). The comparison between the two modes of transport is clear, elevating the score above a score point 1. 1 Sample A Response it would be harder for robbers

Sample A Annotation The student demonstrates a very limited understanding of the concepts being measured and provides an inadequate description of the advantages to miners of shipping silver by railroad (it would be harder for robbers). The student offers one valid reason (safety) with no explanation of its advantage.

Sample B Response It was faster.

Sample B Annotation The student demonstrates a very limited understanding of the concepts being measured and provides an inadequate description of the advantages to miners of shipping silver by railroad (It was faster). 0 Sample A Response It was the main way because the miners had to ship.

Sample A Annotation The student demonstrates a lack of understanding of the concepts being measured and offers no advantages for miners.

Sample B Response The mule can not carry it.

Sample B Annotation The student demonstrates a lack of understanding of the concepts being measured and only offers a comment on mules.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 29 Item Set 2 ‐ Question 9 (Constructed Response)

Item Information Answer: See Scoring Rubric and Sample Student Responses Standard: 1. History Concepts and Skills 2. The historical eras, individuals, groups, ideas and themes in Colorado history and their Mastered: relationships to key events in the United States Evidence Outcome: a. Analyze various eras in Colorado history and the relationship between these eras and eras in United States history, and the changes in Colorado over time. 3.40% of students earned 3 points. Score Point 22.19% of students earned 2 points. Distribution: 40.98% of students earned 1 point. 32.40% of students earned 0 points.

Scoring Rubric Points Attributes 3  Complete and correct response is demonstrated of the concepts or procedures outlined in the task.  Student explanations and/or interpretations are clear and complete.  The response may contain minor flaws that do not detract from the demonstration of a thorough understanding. 2  The student’s response demonstrates a partial understanding of the concepts or procedures outlined in the task.  The student expresses an acceptable conclusion or provides an adequate interpretation of the task; however, the student’s work lacks a complete understanding of the underlying concepts or procedures outlined in the task.  The response may contain minor flaws that reflect inattentiveness or indicate some misunderstanding of the underlying concepts or procedures. 1  The student demonstrates very limited understanding of the concepts or procedures outlined in the task.  The student’s response is incomplete and exhibits many flaws.  The student’s response addresses some of the conditions of the task; however, the student reaches an inadequate conclusion and/or provides reasoning that is faulty or incomplete.  The response exhibits many flaws or may beincomplete. 0  Student does not provide a response or provides a response that does not demonstrate an understanding of the concepts or procedures outlined in the task.  The student’s explanation may be impossible to interpret, lack sufficient information to determine the student’s understanding, contain clear misunderstanding of the underlying concepts and procedures or may be incorrect.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 30 Sample Student Responses Points 3 Sample A Response The Colorado silver boom afected people all around America because lot’s of people traveled to Colorado because of the new gold found in Colorado and new railroads were built. They also connected Colorado’s new rail roads to the famous Transcontinental Railroad. That’s how the silver boom afected everyone not just the people of Colorado.

Sample A Annotation The student demonstrates a clear understanding of the concepts being measured and provides a clear and complete explanation of how the Colorado silver boom benefitted people in other parts of the United States (because lot’s of people traveled to Colorado because of the new gold found in Colorado and new railroads were built. They also connected Colorado’s new rail roads to the famous Transcontinental Railroad). The accidental substitution of gold for silver does not affect the score of this response.

Sample B Response it was shipped to other parts of the country, like oregon, nevada, california, south dakota, north dakota, ect .... and it helped miners and people and familieis become rich and wealthry.

Sample B Annotation The student demonstrates a clear understanding of the concepts being measured and provides a clear and complete explanation of how the Colorado silver boom benefitted people in other parts of the United States (it was shipped to other parts of the country, like oregon ...... and it helped miners and people and families become rich and wealthry). One can infer that the “people and families” who benefitted were located outside of Colorado. 2 Sample A Response The Colorado silver boom benifitted other people by expanding companies and bringing people to towns. The miners would buy goods at stores to keep them in buisiness and the towns grew when the miners brought their families to the towns with them.

Sample A Annotation The student demonstrates a partial understanding of the concepts being measured and provides a partial explanation of how the Colorado silver boom benefitted people in other parts of the United States (The Colorado silver boom benifitted other people by expanding companies and bringing people to towns. The miners would buy goods at stores to keep them in buisiness and the towns grew when the miners brought their families to the towns with them). Because the student discusses how people came to Colorado and thus benefited the state, not the country, only a partial understanding is displayed.

Sample B Response The Colorado silver boom benefitted people in other partes of the U.S.A by giving some of the goods,and silver to them.

Sample B Annotation The student demonstrates a partial understanding of the concepts being measured and provides a partial explanation of how the Colorado silver boom benefitted people in other parts of the United States (by giving some of the goods,and silver to them). Trade is implied in the response, and “them” refers to “other partes of the U.S.A.”

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 31 1 Sample A Response The colorado silverboom ben4efitted people in other parts of the US to come because silver is valibule like gold.

Sample A Annotation The student demonstrates a very limited understanding of the concepts being measured and provides an inadequate explanation of how the Colorado silver boom benefitted people in other parts of the United States (The colorado silverboom ben4efitted people in other parts of the US to come because silver is valibule like gold). The student hints at the notion of people (from other parts of the country) coming to Colorado.

Sample B Response A likely reason the Colorado silver boom benefitted people in other parts of the U.S. is because people needed or wanted the money.

Sample B Annotation The student demonstrates a very limited understanding of the concepts being measured and provides an inadequate explanation of how the Colorado silver boom benefitted people in other parts of the United States (because people needed or wanted money). The response vaguely implies wanting money and therefore, moving to Colorado to make money. 0 Sample A Response well people were mining and geting money to do it

Sample A Annotation The student demonstrates a lack of understanding of the concepts being measured by focusing on how mining affects Colorado’s economy, not that of the United States.

Sample B Response it made more shop stores open up

Sample B Annotation The student demonstrates a lack of understanding of the concepts being measured by not clearly showing how the Colorado silver boom benefitted people in other parts of the United States.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 32 Item Set 2 ‐ Question 10 (TEI Drag‐and‐Drop)

Item Information Answer: See image Standard: 4. Civics Concepts and Skills 2. Different forms of government and international organizations and their influence in Mastered: the world community Evidence Outcome: a. Compare different forms of government in the world and how they derive their authority. P Value: 0.273

Item Set 2 ‐ Question 11 (Constructed Response)

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 33 Item Information Answer: See Scoring Rubric and Sample Student Responses Standard: 2. Geography Concepts and Skills 2. Connections within and across human and physical systems are developed Mastered: Evidence Outcome: c. Analyze how people use geographic factors in creating settlements and have adapted to and modified the local physical environment 11.81% of students earned 3 points. Score Point 42.48% of students earned 2 points. Distribution: 32.70% of students earned 1 point. 13.02% of students earned 0 points.

Scoring Rubric Points Attributes 3  Complete and correct response is demonstrated of the concepts or procedures outlined in the task.  Student explanations and/or interpretations are clear and complete.  The response may contain minor flaws that do not detract from the demonstration of a thorough understanding. 2  The student’s response demonstrates a partial understanding of the concepts or procedures outlined in the task.  The student expresses an acceptable conclusion or provides an adequate interpretation of the task; however, the student’s work lacks a complete understanding of the underlying concepts or procedures outlined in the task.  The response may contain minor flaws that reflect inattentiveness or indicate some misunderstanding of the underlying concepts or procedures. 1  The student demonstrates very limited understanding of the concepts or procedures outlined in the task.  The student’s response is incomplete and exhibits many flaws.  The student’s response addresses some of the conditions of the task; however, the student reaches an inadequate conclusion and/or provides reasoning that is faulty or incomplete.  The response exhibits many flaws or may beincomplete. 0  Student does not provide a response or provides a response that does not demonstrate an understanding of the concepts or procedures outlined in the task.  The student’s explanation may be impossible to interpret, lack sufficient information to determine the student’s understanding, contain clear misunderstanding of the underlying concepts and procedures or may be incorrect.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 34 Sample Student Responses Points 3 Sample A Response Place 2 would be best because it has lots of trees for shelter, food in the forest, and water nearby. People would change it by cutting down trees, eating food from the forest,and drinking water from the river and from the lakes. However, the place might turn into a city. If that happened,it would probably turn into a small logger’s town. Hopefully, it won’t be like New York, Chicago, or any other big city!

Sample A Annotation The student demonstrates a clear understanding of the concepts outlined in the task and provides a clear and complete explanation in support of Location 2 (it has lots of trees for shelter, food in the forest, and water nearby). The student addresses how humans would change the local environment (cutting down trees, eating food from the forest,and drinking water from the river and from the lakes).

Sample B Response people will probably live at section Number 2 because of these geographic features. One, food mfro the animals that live in the forest. Two, wood, cardboard, and paper from the trees that grow in the forest. Three, water from the river that flows beside the forest. Changes that people would make to the local environment would be, cutting down the forest trees and using the river water.

Sample B Annotation The student demonstrates a clear understanding of the concepts outlined in the task and provides a clear and complete explanation in support of Location 2 (One, food from the animals that live in the forest. Two, wood, cardboard, and paper from the trees . . . water from the river that flows beside the forest). In addition, the student notes changes that would be made to the local environment (cutting down the forest trees and using the river water). 2 Sample A Response I think they would like to live on 1 the mountains and lake because they can get water from the lake and from the mountains it can hid you from Emmys or if their was wind it cold block it from touching you and other things, also no tornadoes can get you

Sample A Annotation The student demonstrates a partial understanding of the concepts outlined in the task and selects Location 1, providing some support for the selection (because they can get water from the lake and from the mountains it can hid you from Emmys . . . also no tornadoes can get you). However, the student does not attempt to explain how people would change the local environment.

Sample B Response I think they could live in the forest because it has food there.

Sample B Annotation The student demonstrates a partial understanding of the concepts outlined in the task. The student picks the forest and offers an explanation in support (because it has food there). However, the student does not attempt to explain how people would change the local environment.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 35 1 Sample A Response I think the best place for people to live is the moutains because it is a beautuful in the moutains.

Sample A Annotation The student demonstrates a very limited understanding of the concepts outlined in the task and selects a location (the mountains). However, the explanation (because it is a beautiful in the mountains) addresses in an extremely limited fashion how the mountains would encourage people to move there. The student does not attempt to explain how people would change the local environment.

Sample B Response The forest has a geographic feature like trees and its branches.

Sample B Annotation The student demonstrates very limited understanding of the concepts outlined in the task and selects a location (the forest). However, the explanation (geographic feature like trees and its branches) does not address how people would be encouraged to move there. The student does not attempt to explain how people would change the local environment. 0 Sample A Response I think that peopie would want to live by the sea.

Sample A Annotation The student does not demonstrate an understanding of the concepts outlined in the task. The location chosen (the sea) is not on the map, and the student fails to explain the choice and the changes people would make. Sample B Response This would encourage people to live there because it has a lake, river, mountains, forest, and the desert.

Sample B Annotation The student does not demonstrate an understanding of the concepts outlined in the task. Because no location is clearly chosen (This would encourage people to live there) and the explanation encompasses a simple list of all the features in the map legend, the response is irrelevant to the task.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 36 Item Set 2 ‐ Question 12 (TEI Drag‐and‐Drop)

Item Information Answer: See image Standard: 3. Economics Concepts and Skills 2. The relationship between choice and opportunity cost (PFL) Mastered: Evidence Outcome: e. Analyze methods of limiting financial risk (PFL). P Value: 0.467

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 37 Item Set 2 ‐ Question 13 (Selected Response)

Item Information Answer: A Standard: 4. Civics Concepts and Skills 2. The origins, structure, and functions of the Colorado government Mastered: Evidence Outcome: d. Explain the historical foundation and the events that led to the formation of the Colorado government P Value: 0.440

Item Set 2 ‐ Question 14 (Constructed Response)

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 38 Item Information Answer: See Scoring Rubric and Sample Student Responses Standard: 1. History Concepts and Skills 2. The historical eras, individuals, groups, ideas and themes in Colorado history and their Mastered: relationships to key events in the United States. d. Describe the impact of various technological developments. Topics to include but not Evidence Outcome: limited to the state of Colorado, including changes in mining technology; changes in transportation; early 20th century industrial changes; and mid‐ to late 20th century nuclear and computer technological changes. 15.63% of students earned 3 points. Score Point 4.86% of students earned 2 points. Distribution: 42.48% of students earned 1 point. 37.03% of students earned 0 points.

Scoring Rubric Points Attributes 3  Complete and correct response is demonstrated of the concepts or procedures outlined in the task.  Student explanations and/or interpretations are clear and complete.  The response may contain minor flaws that do not detract from the demonstration of a thorough understanding. 2  The student’s response demonstrates a partial understanding of the concepts or procedures outlined in thetask.  The student expresses an acceptable conclusion or provides an adequate interpretation of the task; however, the student’s work lacks a complete understanding of the underlying concepts or procedures outlined in thetask.  The response may contain minor flaws that reflect inattentiveness or indicate some misunderstanding of the underlying concepts or procedures. 1  The student demonstrates very limited understanding of the concepts or procedures outlined in the task.  The student’s response is incomplete and exhibits many flaws.  The student’s response addresses some of the conditions of the task; however, the student reaches an inadequate conclusion and/or provides reasoning that is faulty or incomplete.  The response exhibits many flaws or may be incomplete. 0  Student does not provide a response or provides a response that does not demonstrate an understanding of the concepts or procedures outlined in the task.  The student’s explanation may be impossible to interpret, lack sufficient information to determine the student’s understanding, contain clear misunderstanding of the underlying concepts and procedures or may be incorrect.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 39 Sample Student Responses Points 3 Sample A Response The computers have helped people work by helping them print important papers and reports.It helps them keep track of important things like acounts,records,history,and more.it helps people live by looking up things for homework like,assighments,reports,responses given to them, and history reports.Also learning new things can help people get wiser and be prepared later on in their life.

Sample A Annotation The student provides a complete and correct response and begins by describing how computers have changed how people work in Colorado in the last 50 years (helping themprint important papers and reports . . . keep track of important things like acounts,records,history,and more). Next, the student describes how computers have changed how people live (looking up things for homework like,assighments, reports,responses given to them, and history reports.Also learning new things can helppeople get wiser and be prepared later on in their life).

Sample B Response The way people have changed over computers is very different. This is what I think because the good things have helped a lot but the computers have also have not helped .Good things that the computers have done is they have helped with business and does not take as long like we did before .Bad things that happened are people do not spend time with the outdoors as much because the computer has games that waste time for kids .I hope that people use the computer but not too much.

Sample B Annotation The student provides a complete and correct response and begins by describing how computers have changed how people work in Colorado in the last 50 years (Good things that the computers have done isthey have helped with business and does not take as long like we did before). Next, the student describes how computers have changed how people live (Bad things that happened are people do not spende tim with the outdoors as much because the computer has games that waste time for kids). 2 Sample A Response they changed people a lot in the past 50 years.People use computers a lot .Like for work and school and for fun time.Computers are used for everything,like homework.

Sample A Annotation The student demonstrates a partial understanding of the concepts outlined in the task and describes how computer have changed how people work and live in Colorado in the last 50 years (People use computers a lot .Like for work and school and for fun time.Computers are usedfor everything,like homework). However, the explanation is not clear and complete.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 40 Sample B Response Well they have saved alot of trees and stopped hand cramps it hurt peoples eyes. It has people having fun. It can put a houses on the market. And it helps the society.

Sample B Annotation The student demonstrates a partial understanding of the concepts outlined in the task and describes how computers have changed how people work and live in Colorado in the last 50 years (Well they have saved alot of trees and stopped hand cramps it hurtpeoples eyes. It haspeople havingfun. It canput a houses on the market. And it helps the society). However, the explanation is not clear and complete. 1 Sample A Response Computers changed Colorado people in the last 50 years because no more people go and buy the stuff buy they need .They could just go and buy cleaning supplies,shirts,pants,shoes,and much more online. Because you could just buy all those things off of the computers.

Sample A Annotation The student demonstrates very limited understanding of the concepts outlined in the task and describes how computers have changed how people live (Computers changed Colorado people in the last 50 years because no more people go and buy the stuff buy they need .They could just go and buy cleaning supplies . . . online . . . buy all those things off of the computers). However, the student does not describe how computers have changed how people work in Colorado in the last 50 years.

Sample B Response Computers have changed how people work by making it easier to work, take tests, and learn

Sample B Annotation The student demonstrates very limited understanding of the concepts outlined in the task and describes how computers have changed how people work (by making it easier to work, take tests, and learn). However, the student does not describe how computers have changed how people live in Colorado in the last 50 years. 0 Sample A Response I think computer’s have changed the way people work and live by getting more of their duties done.

Sample A Annotation The student does not demonstrate an understanding of the concepts outlined in the task because the response is too vague to receive any credit.

Sample B Response Computers have changed the way people work.

Sample B Annotation The student does not demonstrate an understanding of the concepts outlined in the task because the student merely repeats part of the prompt.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 41 Item Set 2 ‐ Question 15 (TEI Hot Spot)

Item Information Answer: 4 Standard: 4. Civics Concepts and Skills 1. Analyze and debate multiple perspectives on an issue Mastered: Evidence Outcome: c. Discuss how various individuals and groups influence the way an issue affecting the state is viewed and resolved. P Value: 0.503

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 42 ANSWER KEY ‐ ITEM SET 3

Item Set 3 – Question 1 (Selected Response)

Item Information Answer: D Standard: 3. Economics Concepts and 2. The relationship between choice and opportunity cost (PFL). Skills Mastered: Evidence Outcome: d. Identify risks that individuals face (PFL). P Value: 0.537

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 43 Item Set 3 ‐ Question 2 (Selected Response)

Item Information Answer: C Standard: 4. Civics Concepts and 2. The origins, structure, and functions of the Colorado government. Skills Mastered: Evidence Outcome: b. Identify and explain a variety of roles leaders, citizens, and others play in state government. P Value: 0.606

Item Set 3 ‐ Question 3 (Constructed Response)

Item Information Answer: See Scoring Rubric and Sample Student Responses Standard: 4. Civics Concepts and Skills 1. Analyze and debate multiple perspectives on an issue. Mastered Evidence Outcome: a. Give examples of issues faced by the state and develop possible solutions. Score Point 9.44 % of students earned 3 points. Distribution: 22.85% of students earned 2 points. 14.98% of students earned 1 point. 52.73% of students earned 0 points.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 44 Scoring Rubric Points Attributes 3  Complete and correct response is demonstrated of the concepts or procedures outlined in the task.  Student explanations and/or interpretations are clear and complete.  The response may contain minor flaws that do not detract from the demonstration of a thorough understanding. 2  The student’s response demonstrates a partial understanding of the concepts or procedures outlined in the task.  The student expresses an acceptable conclusion or provides an adequate interpretation of the task; however, the student’s work lacks a complete understanding of the underlying concepts or procedures outlined in the task.  The response may contain minor flaws that reflect inattentiveness or indicate some misunderstanding of the underlying concepts or procedures. 1  The student demonstrates very limited understanding of the concepts or procedures outlined in the task.  The student’s response is incomplete and exhibits many flaws.  The student’s response addresses some of the conditions of the task; however, the student reaches an inadequate conclusion and/or provides reasoning that is faulty or incomplete.  The response exhibits many flaws or may be incomplete. 0  Student does not provide a response or provides a response that does not demonstrate an understanding of the concepts or procedures outlined in the task.  The student’s explanation may be impossible to interpret, lack sufficient information to determine the student’s understanding, contain clear misunderstanding of the underlying concepts and procedures or may be incorrect.

Sample Student Responses Points 3 Sample A Response The Department of Agriculture can encourage consumers to support Colorado farmers by making sighns signed by the government,make an announcement on the news,hire people to go door to door and telling them that they have to buy locally grown crops,make everyone go to a state meeting and tell them that they need to buy locally grown crops,make a pop‐up ad on computers and smartphons and tablets telling them they have to buy locally grown crops.

Sample A Annotation The student demonstrates a clear understanding of the concepts being measured and provides a clear and complete explanation on how the Department of Agriculture can encourage consumers to support Colorado farmers by buying locally grown crops. The student offers these ideas (by making sighns signed by the government, make an announcement on the news, hire people to go door to door and telling them that they have to buy locally grown crops, make a pop‐up ad on computers and smartphones and tablets telling them they have to buy locally grown crops).

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 45 Sample B Response they can encourage consumers by hosting somthing fun to get peaple interested in supporting the local colorado farmers.For example you could host a how down dance for the commnity and have samples of the crops that there growing and what they can be used for. if they likey it the will suport it

Sample B Annotation The student demonstrates a clear understanding of the concepts being measured and provides a clear and complete explanation on how the Department of Agriculture can encourage consumers to support Colorado farmers by buying locally grown crops (by hosting somthing fun to get people interested in supporting the local Colorado farmers. For example you could host a how down dance for the commmity and have samples of the crops that there growing and what they can be used for. If they like it they will support it). 2 Sample A Response One way the Department of Agriculture can encourage consumers to support Colorado farmers by buying locally grow crops is to show them how the freshness of the taste is better then getting the food caned. Also when you get the food fresh it isn’t processed , so it is actually healtheir for you to. These are some reasons why you should by fresh food.

Sample A Annotation The student demonstrates a partial understanding of the concepts being measured and provides an explanation on how the Department of Agriculture can encourage consumers to support Colorado farmers by buying locally grown crops (to show them how the freshness of the taste is better than getting the food caned . . . so it is actually healthier for you to).

Sample B Response they could put billboards around town, to encourage consumers.

Sample B Annotation The student demonstrates a partial understanding of the concepts being measured and provides an explanation on how the Department of Agriculture can encourage consumers to support Colorado farmers by buying locally grown crops (put billboards around town, to encourage consumers). 1 Sample A Response they can encourage them by putting up sings and telling people around them about that stuff they are trying to encourage people about.

Sample A Annotation The student demonstrates a very limited understanding of the concepts being measured and provides an inadequate explanation on how the Department of Agriculture can encourage consumers to support Colorado farmers by buying locally grown crops (putting up sings and telling people around them about that stuff they are trying to encourage people about).

Sample B Response They can say that they spend a lot of money on the crops. they can also say that it takes the framers a long time to grow the crops. Because it does take them a long time to grow them and it takes them a lot of money.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 46 Sample B Annotation The student demonstrates a very limited understanding of the concepts being measured and provides an inadequate explanation on how the Department of Agriculture can encourage consumers to support Colorado farmers by buying locally grown crops (they can say . . . spend a lot of money on the crops . . . also say that it takes the framers a long time to grow the crops). 0 Sample A Response by helping framers plan seeds and crops

Sample A Annotation The student demonstrates a lack of understanding of the concepts being measured and offers an incorrect explanation.

Sample B Response The department of agriculture encourage consumers to support Colorado by buying locally grown crops because it can help many Colorado families in need and and help stores get more business

Sample B Annotation The student demonstrates a lack of understanding of the concepts being measured and offers an incorrect explanation.

Item Set 3 ‐ Question 4 (Selected Response)

Item Information Answer: C Standard: 1. History Concepts and Skills 1. Organize and sequence events to understand the concepts of chronology and cause Mastered: and effect in the history of Colorado. Evidence Outcome: b. Analyze primary source historical accounts related to Colorado history to understand cause‐and‐effect relationships. P Value: 0.521

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 47 Item Set 3 ‐ Question 5 (Selected Response)

Item Information Answer: C Standard: 2. Geography Concepts and 1. Use several types of geographic tools to answer questions about the geography of Skills Mastered: Colorado. Evidence Outcome: a. Answer questions about Colorado regions using maps and other geographic tools. P Value: 0.47

Item Set 3 ‐ Question 6 (TEI Inline Choice)

Item Information Answer: See image Standard: 2. Geography Concepts and 2. Connections within and across human and physical systems are developed. Skills Mastered: Evidence Outcome: a. Describe how the physical environment provides opportunities for and places constraints on human activities. P Value: 0.483

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 48 Item Set 3 ‐ Question 7 (Constructed Response)

Item Information Answer: See Scoring Rubric and Sample Student Responses Standard: 1. History Concepts and 2. The historical eras, individuals, groups, ideas and themes in Colorado history Skills Mastered: and their relationships to key events in the United States. Evidence a. Analyze various eras in Colorado history and the relationship between these eras Outcome: and eras in United States history, and the changes in Colorado over time. Score Point 8.22% of students earned 3 points. Distribution: 7.47% of students earned 2 points. 13.94% of students earned 1 point. 70.37% of students earned 0 points.

Scoring Rubric Points Attributes 3  Complete and correct response is demonstrated of the concepts or procedures outlined in the task.  Student explanations and/or interpretations are clear and complete.  The response may contain minor flaws that do not detract from the demonstration of a thorough understanding. 2  The student’s response demonstrates a partial understanding of the concepts or procedures outlined in thetask.  The student expresses an acceptable conclusion or provides an adequate interpretation of the task; however, the student’s work lacks a complete understanding of the underlying concepts or procedures outlined in thetask.  The response may contain minor flaws that reflect inattentiveness or indicate some misunderstanding of the underlying concepts or procedures. 1  The student demonstrates very limited understanding of the concepts or procedures outlined in the task.  The student’s response is incomplete and exhibits many flaws.  The student’s response addresses some of the conditions of the task; however, the student reaches an inadequate conclusion and/or provides reasoning that is faulty or incomplete.  The response exhibits many flaws or may be incomplete. 0  Student does not provide a response or provides a response that does not demonstrate an understanding of the concepts or procedures outlined in the task.  The student’s explanation may be impossible to interpret, lack sufficient information to determine the student’s understanding, contain clear misunderstanding of the underlying concepts and procedures or may be incorrect.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 49 Sample Student Responses Points 3 Sample A Response The U.S. government enccouraged migration to and the settlement of Colorado by passing the Homestead Act. The act gave you 160 acres of land only if you farm and go live in that land for 5 years.The best thing was it was free.But, you had to be rolde than 21 be the person incharge in the family and be a citizen.U.S. CITIZEN.

Sample A Annotation The student offers a complete and correct explanation on how the U.S. government encouraged migration to Colorado, citing the Homestead Act (the act gave you 160 acres of land . . . live in that land for 5 years . . . best thing it was free . . . had to be older than 21 be the person in charge in the family and be a U.S. Citizen).

Sample B Response The U.S. government encouraged settlers to settle in Colorado during the mid‐late 1800s. In 1862, the government passed the Homestead Act. It said that people could get 160 acres of land for FREE!! In source 4 it says there was mining population, so miners were coming for gold and silver. If people head gold was found in Colorado, then the would come for sure. When the U.S. government said these things, it encouraged the migration to Colorado in the mid‐ to late 1800s.

Sample B Annotation The student offers a complete and correct explanation on how the U.S. government encouraged migration to Colorado with the Homestead Act (In 1862, the government passed the Homestead Act. It said that people could get 160 acres of land for Free). The increase of miners in search of gold did not result from government action, but this does not detract from what the student earned for the Homestead Act. 2 Sample A Response The U.S. goverment encouraged it by making land free if you could build a house on that land and farm on it for 5 years.

Sample A Annotation The student demonstrates partial understanding of the task by identifying two pieces of evidence from the source (The U.S. government encouraged it by [1] making land free if you could build a house on that land and [2] farm on it for 5 years). Although implied, the student does not mention the Homestead Act specifically.

Sample B Response The u.s government encoraged the settlement because they helped make land for people who needed the land to farm and to build a house on, like it said in source 4,”the act gave people ownership of 160 acres of land”thats a lot.Also the government helped because they helped people like the Hornbeks have a peice of land for their family to live on.That is how the u.s government helped.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 50 Sample B Annotation The student demonstrates partial understanding of the task by identifying two pieces of evidence from the source (The u.s. government encouraged the settlement . . . helped make land for people . . . ownership of 160 acres . . . helped the Hornbecks have a piece of land for their family to live on). The student does not specifically name the Homestead Act. 1 Sample A Response The U.S. government encouraged migration to settlement in Colorado during the mid‐ to late 1800s in many ways. First of all, the U.S. government encouraged migration to settlement in Colorado during the mid‐ to late 1800s by giving land to citizens. Furthermore, land provides mines and matirials that are needed to build a house with wood.

Sample A Annotation The student demonstrates a limited understanding of the task by mentioning a detail from the sources (encouraged migration . . . by giving land to citizens).

Sample B Response the U.S. goverment made it free so people dont have to buy it and the homestead act provides whatevers on the land property like gold and silver mines and trees

Sample B Annotation The student demonstrates a limited understanding of the task by mentioning a detail from the sources (the homestead act) and a vague reference to land (it). 0 Sample A Response 1. they had to setle a lot 2. they had to fight for things 3. there were a lot of crops 4. they had to build a house 5. they found a lot of fossils 6. last they finally setled

Sample A Annotation The student provides a list of things settlers had to do but does not correctly answer how the government encouraged migration to and settlement in Colorado.

Sample B Response In source 1 it talks about acts ther are 3 acts they are talking about.First Antquities are old like in the 1906 that is were it came from. In source 4 this lady that lives in Hornbek Homestead Florissant in the Valleyand and it also lives on a farm.It all happened on July 1866.

Sample B Annotation The student references the sources but does not correctly answer how the government encouraged migration to and settlement in Colorado.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 51 Item Set 3 ‐ Question 8 (Constructed Response)

Item Information Answer: See Scoring Rubric and Sample Student Responses Standard: 2. Geography Concepts and 2. Connections within and across human and physical systems are developed. Skills Mastered: Evidence Outcome: a. Describe how the physical environment provides opportunities for and places constraints on human activities. Score Point 4.83% of students earned 3 points. Distribution: 18.12% of students earned 2 points. 45.84% of students earned 1 point. 31.21% of students earned 0 points.

Scoring Rubric Points Attributes 3  Complete and correct response is demonstrated of the concepts or procedures outlined in the task.  Student explanations and/or interpretations are clear and complete.  The response may contain minor flaws that do not detract from the demonstration of a thorough understanding. 2  The student’s response demonstrates a partial understanding of the concepts or procedures outlined in thetask.  The student expresses an acceptable conclusion or provides an adequate interpretation of the task; however, the student’s work lacks a complete understanding of the underlying concepts or procedures outlined in thetask.  The response may contain minor flaws that reflect inattentiveness or indicate some misunderstanding of the underlying concepts or procedures. 1  The student demonstrates very limited understanding of the concepts or procedures outlined in the task.  The student’s response is incomplete and exhibits many flaws.  The student’s response addresses some of the conditions of the task; however, the student reaches an inadequate conclusion and/or provides reasoning that is faulty or incomplete.  The response exhibits many flaws or may be incomplete. 0  Student does not provide a response or provides a response that does not demonstrate an understanding of the concepts or procedures outlined in the task.  The student’s explanation may be impossible to interpret, lack sufficient information to determine the student’s understanding, contain clear misunderstanding of the underlying concepts and procedures or may be incorrect.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 52 Sample Student Responses Points 3 Sample A Response The three ways that Colorado’s physical features attracted settlers and miners is that, one there was lots of land that people could get that had pretty good farming and ranching areas. Second of all, there were lots of good recorces to build houses and to survive. If you look at sorce 4 it says that, it had a large water supplie, good soil, medows and pine forests. The trees were used to build Hornbek’s home. The last thing is the mountains. The muuntains had a good supply of gold.Also in sorce 4 it says, When Adeline Hornbek settled in the Florissant valley, t was becoming a center for gold and silver mines in the nearby mountains.

Sample A Annotation The student explains three ways the physical features of Colorado attracted settlers and miners to the state (lots of land . . . large water supplie, good soil, medows and pine forests . . . mountains had a good supply of gold).

Sample B Response 1. it had lots of wood to build homes 2. silver and gold was said to be plenteful in the montans 3. fresh water and rich soil

Sample B Annotation The student explains three ways the physical features of Colorado attracted settlers and miners to the state (had lots of wood to build homes, silver and gold was said to be plentiful in the mountains, fresh water and rich soil). 2 Sample A Response It had good soil, there is gold mines, and lots of trees to make houses.

The student demonstrates a partial understanding of the task by identifying two features that attracted miners and settlers to Colorado (had good soil, there is gold mines, and lots of trees to make houses). The student has three acceptable features but only “trees to make houses” is explained.

Sample B Response It attracted settlers and miners to the state because it was becoming a center for gold and silver and it had a large water supply, good soil, meadows, and pine forests.

The student demonstrates a partial understanding of the task by identifying two features that attracted miners and settlers to Colorado (it was becoming a center for gold and silver and it had a large water supply, good soil, meadows, and pine forests). The student lists the different features that attracted miners and settlers but lacks any elaboration on the uses of these features.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 53 1 Sample A Response 1. gold 2. silever 3. good soil and food

Sample A Annotation The student demonstrates a limited understanding of the task by identifying some natural resources of Colorado (gold, silever, good soil).

Sample B Response One way Colorado’s features attracted settlers was the fosils for scientists to look at and examen it. Another way Colorado’s features attracted settlers is the nice looks of garden of the gods and Pikes Peak. The last way I think that settlers came was because of Colorado’s good land.

Sample B Annotation The student demonstrates a limited understanding of the task by identifying only one feature that attracted settlers to Colorado (because of Colorado’s good land). The other two ideas the student offers are incorrect in terms of the prompt. 0 Sample A Response the miners of the state get payed if they work but the gold mine belongs to the state governer. the goldmine has gold that people cant fined.the gold mine is hard to work in .

Sample A Annotation The student’s answer is incorrect in terms of the prompt. The mention of “gold mine” is not clearly stated as a physical feature in this response.

Sample B Response 1. source 3 shows a few beautiful pictures of flourissant valley and some treasures from there. 2. The curvy lines on source 2’s map indicate roads taking detours around mountains and other landmarks. 3. On the map it shows a national monumant having many beatiful treasures.

Sample B Annotation Although three statements are provided, they are incorrect in terms of the prompt.

Item Set 3 ‐ Question 9 (Constructed Response)

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 54 Item Information Answer: See Scoring Rubric and Sample Student Responses Standard: 1. History Concepts and 1. Organize and sequence events to understand the concepts of chronology and cause Skills Mastered: and effect in the history of Colorado. Evidence Outcome: c. Explain the cause‐and‐effect relationships in the interactions among people and cultures that have lived in or migrated to Colorado. 3.69% of students earned 3 points. Score Point 13.95% of students earned 2 points. Distribution: 24.75% of students earned 1 point. 57.61% of students earned 0 points.

Scoring Rubric Points Attributes 3  Complete and correct response is demonstrated of the concepts or procedures outlined in the task.  Student explanations and/or interpretations are clear and complete.  The response may contain minor flaws that do not detract from the demonstration of a thorough understanding. 2  The student’s response demonstrates a partial understanding of the concepts or procedures outlined in thetask.  The student expresses an acceptable conclusion or provides an adequate interpretation of the task; however, the student’s work lacks a complete understanding of the underlying concepts or procedures outlined in thetask.  The response may contain minor flaws that reflect inattentiveness or indicate some misunderstanding of the underlying concepts or procedures. 1  The student demonstrates very limited understanding of the concepts or procedures outlined in the task.  The student’s response is incomplete and exhibits many flaws.  The student’s response addresses some of the conditions of the task; however, the student reaches an inadequate conclusion and/or provides reasoning that is faulty or incomplete.  The response exhibits many flaws or may be incomplete. 0  Student does not provide a response or provides a response that does not demonstrate an understanding of the concepts or procedures outlined in the task.  The student’s explanation may be impossible to interpret, lack sufficient information to determine the student’s understanding, contain clear misunderstanding of the underlying concepts and procedures or may be incorrect.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 55 Sample Student Responses Points 3 Sample A Response The American Antiquities Act protected Colorado’s Florissant Valley by making it a national monument. They made Florissant Valley a national monument to preserve 34‐million‐year‐old fossils and petrified wood. The act benefits scientists because then the scientists can learn and study all of the fossils in the national monument. It also benefited the scientists by allowing them to study important scientific places.

Sample A Annotation The student provides a complete and correct response explaining how the American Antiquities Act protected Colorado’s Florissant Valley (making it a national monument) and how it benefitted scientists and historians (to preserve 34‐million‐year‐old fossils and petrified wood . . . scientists can learn and study all the fossils).

Sample B Response The American Antiquites Act protected Colorado’s Florissant Vally by keeping the fossils and artifacts where they belonged. The American Antiquites Act helped many scientists today by keeping fossils and imporntat artifacts there. Now scientists can study these objects. If the American Antiquites act did not happen scientist would not have these objects to study. By studing these objects scintists learn what it was like in the past.

Sample B Annotation The student provides a complete and correct response explaining how the American Antiquities Act protected Colorado’s Florissant Valley (by keeping the fossils and artifacts where they belonged) and how it benefitted scientists and historians (by keeping fossils and important artifacts there . . . can study these objects . . . scientists can learn what it was like in the past). 2 Sample A Response How it protected Florissant Valley is poeple were not a lawed to touch the things that they fawnded.How it benefits the scientsts and historyens is they got to go up clost to the things that ar e there.

Sample A Annotation The student demonstrates partial understanding of the task by providing only information on how the American Antiquities Act protected Colorado’s Florissant Valley (poeple were not a lawed to touch the things that they fawnded). The statement about the benefits to scientists is not acceptable and receives no credit.

Sample B Response Florissant fossils beds became a national mounument in 1969 to preserve 34 million year old fossils.The mounument gives the public a look at the past.

Sample B Annotation The student demonstrates partial understanding of the task by providing only information on how the American Antiquities Act protected Colorado’s Florissant Valley (Florissant fossils beds became a nation monument in 1969 to preserve 34 million year old fossils).

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 56 1 Sample A Response Aniquities are speical and need protection. This makes it easy for scientists to find.

Sample A Annotation The student demonstrates a limited understanding of the task with only a general response to the prompt (Antiquities are special and need protection. This makes it easy for scientists to find).

Sample B Response The antiquites made the sight look more beautiful. The act allowed scientisit to study them.

Sample B Annotation The student demonstrates a limited understanding of the task with only a general response to one directive in the prompt (The act allowed scientists to study them). The word “them” refers to fossils. No credit is awarded for “made the sight look more beautiful.” 0 Sample A Response How the Amarican Antiquities Act protected Colorado’s Florissant Vally is when Adeline Hornbek settled in the Florissent Vally, it was becoming a center for gold and silver miners in the nearby mountians.

Sample A Annotation The student receives no credit for the response because it does not explain how the American Antiquities Act protected Colorado’s Florissant Valley.

Sample B Response The act benefits scietists and people who study history.

Sample B Annotation The student receives no credit for the response because its doe not explain how the American Antiquities Act benefitted scientists or historians. The student only quotes from the prompt.

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 57 Item Set 3 ‐ Question 10 (TEI Drag‐and‐Drop)

Item Information Answer: See image Standard: 4. Civics Concepts and 1. Analyze and debate multiple perspectives on an issue. Skills Mastered: Evidence Outcome: b. Provide supportive arguments for both sides of a current public policy debate. P Value: 0.383

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 58 Item Set 3 ‐ Question 11 (Selected Response)

Item Information Answer: B Standard: 3. Economics Concepts and 1. People respond to positive and negative incentives. Skills Mastered: Evidence Outcome: a. Define positive and negative economic incentives. P Value: 0.568

Item Set 3 ‐ Question 12 (TEI Hot Spot)

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 59 Item Information Answer: See image Standard: 2. Geography Concepts and 2. Connections within and across human and physical systems are developed Skills Mastered: Evidence Outcome: a. Describe how the physical environment provides opportunities for and places constraints on human activities. P Value: 0.629

Item Set 3 ‐ Question 13 (Selected Response)

Item Information Answer: B Standard: 3. Economics Concepts and 2. The relationship between choice and opportunity cost (PFL). Skills Mastered: Evidence Outcome: c. Give examples of the opportunity costs for individual decisions. P Value: 0.579

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 60 Item Set 3 ‐ Question 14 (TEI Drag‐and‐Drop)

Item Information Answer: See image Standard: 1. History Concepts and 1. Organize and sequence events to understand the concepts of chronology and cause Skills Mastered: and effect in the history of Colorado.

Evidence Outcome: c. Explain the cause‐and‐effect relationships in the interactions among people and cultures that have lived in or migrated to Colorado. P Value: 0.532

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 61 Item Set 3 ‐ Question 15 (Selected Response)

Item Information Answer: B Standard: 3. Economics Concepts and 2. The relationship between choice and opportunity cost (PFL). Skills Mastered: Evidence Outcome: a. Define choice and opportunity cost.

P Value: 0.647

CMAS CPR Answer Key and Scoring Guide – Grade 4 Social Studies | 62