Week 10
Skill: Historical Perspective\Age of Exploration/
Primary & Secondary Sources
Significant Historical Events
Social Studies
Grade 5
This test section contains Eight multiple-choice and ONE open-response (short-answer) questions.
Please mark your answers for the multiple-choice questions in the spaces provided on your Student
Response Booklet. Mark only one answer for each question. If you do not know the answer, make
your best guess. DO NOT WRITE ANY ANSWERS IN THIS TEST BOOKLET. WHEN YOU FINISH,
DO NOT WORK ON ANY OTHER TEST SECTION.
1.
2.
3.
4.
5.
A journey made for a special purpose is an
A.
Encomienda
B.
conquistador
C.
expedition
D.
Colony
Why did Columbus sail west on his first expedition?
A.
To find a shorter route to the Indies
B.
To show King Ferdinand and Queen Isabella he could make the journey
C.
To take part in the Columbian Exchange
D.
To discover the Bahama Islands
Which of the following was NOT a reason Columbus made more voyages to the West
Indies?
A.
Spain wanted him to start a colony in the West Indies.
B.
He delivered people and animals to the new land.
C.
He wanted to learn the language of the Taino
D.
The Spanish wanted the riches of the land
How did Columbus’s voyages impact the Americas?
A.
The Indians returned to Asia with Columbus.
B.
Explorers and settlers abandoned their plans to colonize the West Indies.
C.
Columbus Showed Europeans the way to the Americas.
D.
The Indians showed the Europeans how to breed stronger horses.
An imaginary line that circles the globe in an east-west direction
A.
latitude
B.
longitude
C.
meridians
D.
grid
6.
7.
8.
Which is a not a primary resource
A.
A journal by Christopher Columbus
B.
A map used during the voyage of Vespucci
C.
The biography of Vasco de Balboa
D.
A diary written by Hernando Cortes
What happened FIRST in Spain’s search for gold?
A.
Esteban was killed by the Zuni people in what is now New Mexico.
B.
Cabeza de Vaca traveled the American Southwest.
C.
The kingdom of Cibola was discovered far north of Mexico.
D.
Coronado explored what is now the American Southwest.
Who was the Americas named after
A.
Amerigo Vespucci
B.
Ferdinand Magellan.
C.
Christopher Columbus
D.
Vasco Nunez De Balboa.
PLEASE GO ON TO THE NEXT PAGE 
OPEN-RESPONSE QUESTION
Read all parts of the open-response question before you begin. Write your answers to the openresponse question in the space provided on your Student Response Booklet. DO NOT WRITE ANY
ANSWERS IN THIS TEST BOOKLET.
.
9.
THE NEW WORLD
Directions: Please answer all questions on the answer sheet provided
Prompt: People came to America for many different reasons
A.
B.
Explain why Columbus came to America in 1492.
Identify and explain 2 impacts that Columbus’s voyage had on the Americas.
Do not write on this page. Please write your
answer to this open-response question in
the test answer booklet
STOP!
Student Name___________________________________________________
1.
2.
3.
4.
5.
6.
7.
8.
Social Studies
9.
STOP!
Scoring Guide
SCORE
4
3
2
1
0
Blank
DESCRIPTION
Student gives correct answers for parts A and B. All explanations are clear
and complete. There is evidence of clear understanding of the concept.
Student gives correct answers for parts A and B. Explanations are correct,
but possible unclear. There is less evidence of clear understanding
Student answers 1 (A or B) part of the question completely correct. There
is some evidence of understanding
Student gives only parts of correct answers. There is little evidence of
understanding
Student’s response is totally incorrect or irrelevant.
No student response.
Annotated Rubric/ Performance Expectations for ORQ
2.16 Students observe, analyze, and interpret human behaviors, social groupings, and
institutions to better understand people and the relationships among individuals and among
groups.
2.17 Students interact effectively and work cooperatively with the many ethnic and cultural.
Core Content:
SS-05-2.1.1 Students will identify early cultures (e.g., English, Spanish, French, West African) in the
United States and analyze their similarities and differences
SS-05-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict)
that occurred between diverse groups (e.g., Native Americans, European Explorers, English
Colonists, British Parliament) in the history of the United States.
SS-05-2.3.2 Students will give examples of conflicts between individuals or groups and describe
appropriate conflict resolution strategies (e.g., compromise, cooperation, communication).
DOK: Level 3
DOK Question Level: 3
Question type (circle) Scaffold, Single Dimension/Component, Two or More Relatively Independent
Components, Student Choice, and Respond to Provided Information
An appropriate student response should provide evidence of the student’s understanding……….
Students will understand that culture is a system of beliefs, knowledge, institutions,
customs/traditions, languages and skills shared by a group of people. Through a society’s culture,
individuals learn the relationships, structures, patterns and processes to be members of the
society.
Students will understand that a variety of factors promote cultural diversity in a society, nation and
world
Students will understand that cultures develop social institutions (e.g., government, economy,
education, religion, family) to structure society, influence behavior and respond to human needs
Students will understand that interactions among individuals and groups assume various forms
(e.g., compromise, cooperation, conflict,
competition) and are influenced by culture
Students will understand that an understanding and appreciation of the diverse complexity of
cultures is essential to interact effectively and work cooperatively with the many diverse ethnic and
cultural groups of today.
For example, an appropriate response to this question would include the following information from
the passage:
A. Columbus came to The Americas looking for a better way to reach the Indies where there
were riches in gold, silk, spices, etc. Columbus thought if he found a faster way to reach the
Americas he thought he could make more of a profit on his riches he found.
B. Two ways that Columbus’ voyage impacted the Americas was that many other countries
followed Columbus to the Americas therefore, searching for land and riches and harming the
native people to the land and conquering them. Another impact of Columbus voyage was
that many countries continued to fight each other for years for control of the land.
Essential Vocabulary: latitude, longitude, impact, voyage, expedition, primary sources
Resources/Technology: smart board, graphic organizers, KCCT Test Prep Workbook
Item Information: Amerigo Vespucci
Grade 5 – Subject Social Studies
Question
First
A.E.
1
2.16
2
2.16
3
2.17
4
First CC
Second
A.E.
Second
CC
DOK
Level
Answer
Key
Rational/Annotation for MC Questions
Core Content: SS-05-2.1.1
Students will identify early
cultures (e.g., English, Spanish,
French, West African) in the
United States and analyze their
similarities and differences
DOK Ceiling Level 2
Same As Question 1
1
C
An expedition is a journey by boat for
special purpose.
1
A
2
C
2.16
SS-05-2.3.1 Students will
describe various forms of
interactions (compromise,
cooperation, conflict) that
occurred between diverse groups
(e.g., Native Americans, European
Explorers, English Colonists,
British Parliament) in the history
of the United States
DOK Ceiling Level 2
Same As Question 1
Columbus went on his expedition to find
a shorter route to the Indies.
One of the reasons Columbus went to
America was not to find a new
language.
1
C
5
2.16
Same As Question 1
1
A
6
2.17
Same AS Question 3
2
C
7
2.16
Same As Question 1
2
B
8
2.16
Same As Question 1
1
A
Columbus showed the Europeans a
way to America
An imaginary lines that circles the globe
in an eastward direction is latitude.
Primary sources are items or materials
that came from a particular time period
in the past.
In Spain’s search for gold the first thing
that happened was Cabeza de Vaca
traveled the American Southwest
America was named after Amerigo
Vespucci.