2007-08 New Mexico Expanded Grade Band Expectations Assessment Frameworks
Social Studies – Grades 3 and 4
Strand: History
Content Standard I : Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in
New Mexico, United States, and world history in order to understand the complexity of the human experience.
ENGAGEMENT
K-4 Benchmark I-A—New
Mexico: Describe how
contemporary and historical
people and events have
influenced New Mexico
communities and regions.
The student…
1-a attends to classroom
discussion involving
important NM individuals
(e.g., Don Diego de Vargas,
Don Juan de Oñate)
2-a shifts attention between
two objects that represent
key NM events (e.g.,
fiestas, balloon fiesta,
Cinco de Mayo, Camino
Real)
NMAPA – Social Studies
K-4 Benchmark I-B—United
States: Understand connections
among historical events, people,
and symbols significant to
United States history and
cultures.
GLPS
K-4 Benchmark I-C—
World: Students will identify
and describe similar historical
characteristics of the United
States and its neighboring
countries.
GLPS
K-4 Benchmark I-D—Skills:
Understand time passage and
chronology. (for classroom
assessment only)
GLPS
3.1
4.1
1-a attends to discussions of local
historic events
3.1
1-a attends to discussions
about historical influences
on the US, and Mexico.
(e.g., food, art, shelter)
4.1
4.1
2-a shifts and maintains attention
to discussions involving local
events and their connections
to state history
3.1
2-a shifts attention between
participants during
discussions about the
historical influences on the
US and Mexico
4.1
2007-08 Assessment Frameworks: Grades 3 - 4
GLPS
1-a attends to information
related to chronological
relationships (e.g.,
sequencing, then and now,
timelines )
2-a anticipates events in a
familiar classroom routine
3.1
3.1
1
K-4 Benchmark I-A—New
Mexico: Describe how
contemporary and historical
people and events have
influenced New Mexico
communities and regions.
PRE-SYMBOLIC
The student…
K-4 Benchmark I-B—United
States: Understand connections
among historical events, people,
and symbols significant to
United States history and
cultures.
GLPS
K-4 Benchmark I-C—
World: Students will identify
and describe similar historical
characteristics of the United
States and its neighboring
countries.
GLPS
3-a matches objects that
represent key NM events
(e.g., fiestas, balloon fiesta,
Cinco de Mayo. Camino
Real)
4-a matches graphic
representations of
important events or
individuals from NM (eg:
Geronimo, Billy the Kid,
Pueblo Revolt, Early
Settlement)
4.1
3-a matches objects that represent
local events
3.1
4.1
4-a identifies local events that
connect to state history
The student…
GLPS
5-a discriminates between two
related NM events. (e.g.,
exploration and early
settlement)
4.1
5-a distinguishes between
different local events
3.1
6-a describes events and the
individuals that are
important in NM history
3.1
4.1
6-a describes the connection that
local events have to state
history
3.1
SYMBOLIC
NMAPA – Social Studies
3.1
3.1
K-4 Benchmark I-D—Skills:
Understand time passage and
chronology. (for classroom
assessment only)
GLPS
3-a matches graphic
representations of
historical events, people,
and cultures in the US
and Mexico
4-a identifies historical
events within the US and
Mexico
GLPS
4.1
4.1
3-a associates routine changes
in environmental stimuli
with relevant events (e.g.,
ringing bell signals the end
of the school day)
4-a places objects or symbols in
order on his/her classroom
schedule (e.g., visual or
tactile schedule)
GLPS
5-a identifies historical
events, people and
culture that contributed
to the development of the
present day US
6-a describes historical
events and people in US
history
2007-08 Assessment Frameworks: Grades 3 - 4
4.1
4.1
GLPS
3.1
3.1
GLPS
5-a identifies information from
chronological
relationships (e.g.,
sequencing, then and now,
timelines )
6-a describes information in
chronological order (e.g.,
sequencing, then and now,
timelines )
3.1
3.1
2
K-4 Benchmark I-A—New
Mexico: Describe how
contemporary and historical
people and events have
influenced New Mexico
communities and regions.
EXTENDED
SYMBOLIC
The student…
7-a identifies events and
individuals that are
specific to NM history
8-a explains key differences
between important NM
Individuals. (Geronimo vs.
Billy the Kid)
NMAPA – Social Studies
K-4 Benchmark I-B—United
States: Understand connections
among historical events, people,
and symbols significant to
United States history and
cultures.
GLPS
3.1
4.1
3.1
4.1
K-4 Benchmark I-C—
World: Students will identify
and describe similar historical
characteristics of the United
States and its neighboring
countries.
GLPS
7-a demonstrates the significance
of local events in state history
8-a compare the significance of
local events to state and
national history
3.1
4.1
K-4 Benchmark I-D—Skills:
Understand time passage and
chronology. (for classroom
assessment only)
GLPS
7-a identifies historical
events, people and
culture that have
influenced the present
day US
4.1
7-b determines similar
historical characteristics
between the US and
Mexico
8-a describes the influence of
historical events, people
and culture on the
present day US
4.1
2007-08 Assessment Frameworks: Grades 3 - 4
4.1
GLPS
7-a demonstrate an
understanding of
information from
chronological
relationships (e.g.,
sequencing, then and now,
timelines )
3.1
8-a compare information from
chronological
relationships (e.g.,
sequencing, then and now,
timelines )
3.1
3
Strand: Geography
Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact
with one another and their environments.
K-4 Benchmark II-A:
Understand the concept of
location by using and
constructing maps, globes,
and other geographic tools to
identify and derive
information about people,
places, and environments.
ENGAGEMENT
The student…
K-4 Benchmark II-C: Be familiar
with aspects of human behavior
and man-made and natural
environments in order to recognize
their impact on the past and
present.
K-4 Benchmark II-B:
Distinguish between
natural and human
characteristics of places
and use this knowledge to
define regions, their
relationships with other
regions, and patterns of
change.
GLPS
GLPS
K-4 Benchmark II-E:
Describe how economic,
political, cultural, and social
processes interact to shape
patterns of human populations,
and their interdependence,
cooperation, and conflict.
GLPS
1-a attends to geographic
tools (e.g., globe, map,
compass)
3.1
4.1
1-a attends to discussion
involving NM regions
(e.g., SE, SW, NE, NW,
Central)
4.1
4.2
1-a attends to stimuli and materials
that represent modified
environments (e.g., houses,
buildings, roads) in NM
3.2
2-a shifts attention between
geographic tools (e.g.,
globe, map, compass)
3.1
4.1
2-a maintains attention
during discussion about
NM regions (e.g., SE,
SW, NE, NW, Central)
4.1
4.2
2-a
4.1
NMAPA – Social Studies
shifts attention between two
objects that represent the
geographic factors that
influenced settlement in NM
2007-08 Assessment Frameworks: Grades 3 - 4
NOTE*
GLPS
1-a
attends to stimuli and
materials reflective of
transportation and
communication networks
that are used in daily life
2-a shifts attention between
two objects that
represent transportation
and communication
devices (e.g., cars , buses,
trains, trucks,
newspapers, TVs,
phones)
3.2
3.2
4
K-4 Benchmark II-A:
Understand the concept of
location by using and
constructing maps, globes,
and other geographic tools to
identify and derive
information about people,
places, and environments.
PRE-SYMBOLIC
The student
3-a matches the mapping
tools used to find places
on maps and globes
(e.g., compass rose, grid,
symbols)
4-a identifies the mapping
tools used to find places
on globes and maps
(e.g., compass rose, grid,
symbols)
SYMBOLIC
The student
5-a describes characteristics
of the mapping tools used
to find places on maps
and globes. (e.g.,
compass rose, grid,
symbols)
6-a uses mapping tools to
find places on maps and
globes. (e.g., compass
rose, grid, symbols)
NMAPA – Social Studies
K-4 Benchmark II-C: Be familiar
with aspects of human behavior
and man-made and natural
environments in order to recognize
their impact on the past and
present.
K-4 Benchmark II-B:
Distinguish between
natural and human
characteristics of places
and use this knowledge to
define regions, their
relationships with other
regions, and patterns of
change.
GLPS
GLPS
3.1
4.1
3-a
recognizes NM regions
(e.g., SE, SW, NE, NW,
Central)
3.1
4.1
4-a labels NM regions (e.g.,
SE, SW, NE, NW,
Central)
GLPS
K-4 Benchmark II-E:
Describe how economic,
political, cultural, and social
processes interact to shape
patterns of human populations,
and their interdependence,
cooperation, and conflict.
GLPS
4.1
4.2
3-a recognizes how geographic
factors have influenced the
early settling of NM
4.1
4.1
4.2
4-a identifies graphic
representations of geographic
factors that have influenced
settlement in NM
4.1
GLPS
5-a distinguishes between
NM regions
4.1
4.2
5-a identifies graphic
representations of modified
environments (e.g., houses,
buildings, roads)
4.1
3.1
4.1
6-a
4.1
4.2
6-a describes characteristics of
geographic factors that have
influenced settlement in NM
4.1
identifies the various
regions in NM
GLPS
3-a
labels transportation and
communication devices
(e.g., cars , buses, trains,
trucks, newspapers, TVs,
phones)
4-a recognizes that
transportation and
communication networks
are used in daily life
GLPS
3.1
4.1
2007-08 Assessment Frameworks: Grades 3 - 4
NOTE*
3.2
3.2
GLPS
5-a
identifies uses of
transportation and
communication devices in
daily life (e.g., cars, buses,
trains, trucks, newspapers,
TVs, phones)
6-a describes how
transportation and
communication devices are
used in daily life (e.g.,
cars , buses, trains, trucks,
newspapers, TVs, phones)
3.2
3.2
5
K-4 Benchmark II-A:
Understand the concept of
location by using and
constructing maps, globes,
and other geographic tools to
identify and derive
information about people,
places, and environments.
EXTENDED
SYMBOLIC
K-4 Benchmark II-C: Be familiar
with aspects of human behavior
and man-made and natural
environments in order to recognize
their impact on the past and
present.
K-4 Benchmark II-B:
Distinguish between
natural and human
characteristics of places
and use this knowledge to
define regions, their
relationships with other
regions, and patterns of
change.
GLPS
K-4 Benchmark II-E:
Describe how economic,
political, cultural, and social
processes interact to shape
patterns of human populations,
and their interdependence,
cooperation, and conflict.
The student
GLPS
GLPS
7-a uses appropriate
geographic tool to
estimate distances (e.g,,
key)
3.1
4.3
7-a describes NM regions
4.1
4.2
7-a describes geographic factors
that inhibit settlement in NM
4.1
8-a compares the uses of
geographic tools (e.g.,
compass rose, grid,
symbols, key)
3.1
4.2
8-a makes comparisons
between NM regions
(e.g., environmental
and social changes)
3.2
4.1
4.2
8-a
4.1
describes geographic factors
that encourage settlement in NM
NOTE*
GLPS
7-a
describes how
transportation and
communication networks
are used in daily life.
(e.g., bus systems, train
systems, media,
communications systems)
8-a compares the uses of
transportation and
communication networks
(e.g., bus systems, train
systems, media,
communications systems)
3.2
3.2
*NOTE: The EGBE development panel determined that benchmarks “K-4 Benchmark II-D: Understand how physical processes shape the Earth’s surface patterns and biosystems,”
and “K-4 Benchmark II-F: Describe how natural and man-made changes affect the meaning, use, distribution, and value of resources,” provided inappropriate assessment targets for
students with significant cognitive disabilities. Thus, no Assessment Frameworks were developed within these benchmarks.
NMAPA – Social Studies
2007-08 Assessment Frameworks: Grades 3 - 4
6
Strand: Civics and Government
Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the
founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments
function at local, state, tribal, and national levels.
K-4 Benchmark III-A: Know the
fundamental purposes, concepts,
structures, and functions of local, state,
tribal, and national governments.
ENGAGEMENT
The student
1-a
attends to objects that represent local
government
2-a maintains attention to discussion on
the basic functions of local government
PRE-SYMBOLIC
The student
3-a recognizes the basic functions of local
government (e.g., street lights,
libraries)
4-a labels different groups in local
government (e.g., family, classroom,
school, community)
SYMBOLIC
The student
5-a identifies structural components of
local government (e.g., fire department,
police department)
6-a describes the basic functions of local
government (e.g., to enforce laws, to
make the neighborhood safe)
NMAPA – Social Studies
K-4 Benchmark III-B: Identify and describe
the symbols, icons, songs, traditions, and
leaders of local, state, tribal, and national levels
that exemplify ideals and provide continuity
and a sense of community across time.
GLPS
3.1
3.1
K-4 Benchmark III-D:
Understand rights and
responsibilities of “good
citizenship” as members of a
family, school and community.
GLPS
1-a
attends to symbols, songs, icons, and
traditions of NM
2-a attends jointly and responds to symbols,
songs, icons, and traditions of NM
GLPS
3.1
3.1
GLPS
1-a attends to discussions involving
local policies, rules and laws
2-a shifts and maintains attention
during discussions involving
local policies, rules and laws
(e.g., classroom, home,
community)
GLPS
3.1
3-a matches objects that represent NM icons and
symbols
3.1
3.1
4-a
3.1
labels icons and symbols of NM (e.g., NM
flag, NM Zia symbol, Roadrunner)
GLPS
NOTE*
3.2
4.1
3.2
4.1
GLPS
3-a matches objects that reflect
different local policies, rules
and laws
4-a labels policy-, rule- and lawmaking bodies in NM (e.g.,
parents, principal, school
board, town council)
GLPS
3.2
4.1
3.2
4.1
GLPS
3.1
5-a identifies symbols, songs, icons, and
traditions that reflect various NM cultures
3.1
4.1
5-a describes local rules and laws
3.2
4.1
3.1
3.2
6-a describes the symbols, songs, and traditions of
NM cultures
3.1
4.1
6-a
4.1
2007-08 Assessment Frameworks: Grades 3 - 4
describes how rules and laws
benefit the general public (e.g.,
public good)
7
K-4 Benchmark III-A: Know the
fundamental purposes, concepts,
structures, and functions of local, state,
tribal, and national governments.
EXTENDED
SYMBOLIC
The student
7-a
describes the basic functions of local
government related to specific
departments or divisions (e.g., the
police department enforces laws)
8-a compares the basic functions of local
government
K-4 Benchmark III-B: Identify and describe
the symbols, icons, songs, traditions, and
leaders of local, state, tribal, and national levels
that exemplify ideals and provide continuity
and a sense of community across time.
GLPS
K-4 Benchmark III-D:
Understand rights and
responsibilities of “good
citizenship” as members of a
family, school and community.
GLPS
NOTE*
GLPS
3.1
3.2
4.3
7-a
describes the symbols, songs, icons, and
traditions of the local community
3.1
7-a
describes the influence of one
local rule on the community
4.1
3.1
3.2
8-a
explains the significance of NM icons and
symbols (e.g., NM flag, NM Zia symbol,
Roadrunner)
3.1
8-a
analyzes an individual
classroom rule or law
4.1
*NOTE: The EGBE development panel determined that benchmark “K-4 Benchmark III-C: Become familiar with the basic purposes of government in New Mexico and the United
States,” provided inappropriate assessment targets for students with significant cognitive disabilities. Thus, no Assessment Frameworks were developed within this benchmark.
NMAPA – Social Studies
2007-08 Assessment Frameworks: Grades 3 - 4
8
Strand: Economics
Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems
Economics
(including the market economy) on individuals, families, businesses, communities, and governments.
ENGAGEMENT
K-4 Benchmark IV-A: Understand that individuals, households,
businesses, governments, and societies make decisions that affect
the distribution of resources and that these decisions are influenced
by incentives (both economic and intrinsic).
The student
1-a attends to discussions about resources, goods, and services
2-a
shifts and maintains attention to discussions involving
resources and the production of goods and services
PRE-SYMBOLIC
K-4 Benchmark IV-B: Understand that economic systems impact
the way individuals, households, businesses, governments, and
societies make decisions about goods and services.
GLPS
3.1
3.2
3.1
3.2
GLPS
1-a attends to discussion about exchange of goods and services in
economic systems (e.g., buying and selling)
2-a shifts and maintains attention to discussions involving the exchange
of goods and services in economic systems (e.g., buying and selling)
GLPS
3-a
matches objects that represent natural resources (e.g., food,
minerals)
4-a labels human, financial, and natural resources
SYMBOLIC
3.2
3.2
recognizes that people want more goods and services than it is
possible to produce
6-a categorizes resources in three categories: human, financial, and
natural
EXTENDED
SYMBOLIC
3.1
3.2
3-a
matches objects that represent goods and services exchanged in
economic systems (e.g., food, housing, education, medicine)
4-a demonstrates that buyers and sellers exchange goods and services in
economic systems
3.2
4.3
3.3
3.1
3.1
3.1
3.2
GLPS
identifies local market systems (e.g., farmer’s market, grocery
store, clothing store)
6-a describes how buyers and sellers exchange goods and services in
economic systems
5-a
GLPS
7-a describes alternative uses of various resources (e.g., human,
financial, and natural)
8-a identifies products that are made from similar resources
3.1
GLPS
GLPS
5-a
NOTE*
3.1
4.1
3.1
4.1
GLPS
7-a explains how buyers and sellers exchange goods and services in
economic systems
8-a compares how buyers and sellers exchange goods and services in
various economic systems
3.1
4.1
4.1
*NOTE: The EGBE development panel determined that benchmark “K-4 Benchmark IV-C: Understand the patterns and results of trade and exchange among individuals, households,
businesses, governments, and societies, and their interdependent qualities,” provided inappropriate assessment targets for students with significant cognitive disabilities. Thus, no
Assessment Frameworks were developed within this benchmark.
NMAPA – Social Studies
2007-08 Assessment Frameworks: Grades 3 - 4
9