Year 9 Social Science Assessment

 

Resources and Economic Activity 5.1

 

 

Achievement Objective

"…factors that influence people’s access to resources, goods and services…"

Indicators

Students could demonstrate such knowledge and understandings when they:

  1. describe how economic factors can influence the ability of individuals and groups to obtain resources, goods and services, (e.g. supply and demand, income, productivity);
  2. describe how social factors can influence the ability of individuals and groups to obtain resources, goods and services, (e.g. gender, race, culture).
  3. explain how resource distribution has consequences for people’s lives, aspirations and decisions, (e.g. education, leisure);
  4. explain ways in which the access of less advantaged groups to resources, goods and services can be improved.

 

Skills

The combination of Social Studies Processes and national curriculum Essential Skills in this assessment are:

  1. Values Exploration: Work and Study Skills
  2. Values Exploration: Problem-solving Skills.

Time Allocation

After description and discussion in class, the time allowed for the completion of this assessment is:
Two homework sessions of 45 minutes each.

Questions

There are three questions in this assessment, each one designed to discover if you have learned about each of the three Indicators listed on page 1.

Question 1

Read the first Indicator on page 1.

  1. Define the terms:
    ’resources’
    ’goods’
    ’services’.
  2. Design a table.
    Divide the table into two columns.
    At the top of the first column, print, "Pacific Island Culture";
    At the top of the second column, print, "New Zealand Culture".

    In the respective columns suggest using a number of points how people in those two settings obtain their resources, goods and services.

 

 

Question 2

Read the second Indicator on page 1.

To complement our Pacific studies, we viewed a videotape of the Netsilik Inuit entitled, "Fishing at the Stone Weir".

  1. What was the justification for viewing a videotape of the Inuit while we were studying aspects of the Pacific?
  2. Comment by using a list of points to show how social factors in that Inuit group influenced their ability to obtain resources, goods and services.

 

 

Question 3

Read the third Indicator on page 1.

    1. What does Indicator #3 mean?
    2. Why should a Year 9 student at Burnside High School learn about the things suggested by this Indicator?
    3. Explain how resource distribution "has consequences for people’s lives."
      (In order to answer this part of Question 3 adequately, you will need to review the CoRT lesson, C&S (Consequences and Sequel.)

 

Question 4 is on the next page…

 

 

Question 4

Read the fourth Indicator on page 1.

We viewed the Netsilik at the stone weir in a ‘snapshot’ of their life maybe fifty years ago.
You were given an Internet article from the Canadian government describing the culture and social life of the contemporary Netsilik.

Describe, using evidence from the Internet article, how access to resources, goods and services has improved for the modern Netsilik.

 

Marking Schedule

Q#

Schedule

Grade

1

All three terms were accurately defined.
The table satisfied the requirements.

5
 

Two of the three terms were accurately defined.
The table satisfied most of the requirements.

3
 

Two of the three terms were accurately defined.
The table satisfied some of the requirements.

1

Q#

Schedule

Grade

2

The reason for showing the Inuit tape was justified.

The reason why this Indicator has meaning for a Y9 student was explained.

Part 3 was answered accurately with reference to C&S.

5
 

Part 1 or Part 2 was answered accurately.

Part 3 was partially answered using C&S as a prompt.

3
 

Part 1 or 2 was answered accurately.

Part 3 was attempted without using C&S as a prompt.

1

Q#

Schedule

Grade

3

The meaning of Indicator #3 was explained adequately.

The reasons why a Year 9 student should learn about the things described in the Indicator were clearly and accurately expressed.

The explanation given for why resource distribution has consequences for people’s lives" was adequate.

5
 

Either Part 1 or Part 2 was answered adequately.

The explanation for Part 3 was adequate.

3
 

Either Part 1 or Part 2 was answered adequately.

The explanation for Part 3 was inadequate.

1

Q#

Schedule

Grade

4

Evidence taken from the Internet article about how access to resources, goods and services has improved for modern Netsilik was appropriate and accurate.
The translation of this evidence was effective.

5
 

Evidence taken from the Internet article about how access to resources, goods and services has improved for modern Netsilik was reasonably well chosen.
The translation of this evidence was satisfactory.

3
 

Evidence taken from the Internet article about how access to resources, goods and services has improved for modern Netsilik inappropriate and inaccurate.
The translation of this evidence was ineffective.

1

 

 

Skills

The quality of your answers means you have been awarded the following grades for the nominated skills:

Values Exploration: Work and Study Skills

  
   

Values Exploration: Problem-solving Skills

  
   

 

 

W G Allan: Social Sciences Department: Tikanga-a-iwi