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A MEASURHJCTT OF SOCIAL STUDIES AOUHVEMENT

IN THE PRIMARY ®M>£S

DISSERTATION

F£iffl®nt®di to 13is aduat# Cmajeil of th»

Mcrth Texas State University in Partial

Fulfillment of the R uireraerits

For th* D&gnm of

doctor of E D y c m w

w

Rosa May Hanson* B, A., M* A.

Denton, Texas

August, 1963

Copyri vt toy

Rosa May Henscn

August* 1963

TABLE OF CONTENTS

P<ig©

LIST OF TABLES . vi

Chapter

* JJl ilwwwriili # * * * # » * » « * * $#< # • $ # # $ X Statmramt of the Problem The Setting ©f tlm Study Purpose of the Study Basic Assumption l§i?p©tlT®®» ikckground and Significance of the Study U M t a t i c m of tbe Etwe^ ! Collection of Data Procedures and Tkeatrasmt of Data Syraaaxy Chapter Mbliognaphy

1I» REVIEW OF RESEARCH RELATED fO IKE MEASUREMPIT OP SOCIAL STUDIES A0HEVIMENT IN THE PRUMKIf GRACES » • 21

Early Studies < More Fscent Research Siiwary Chapter Bibliography

III. CURRICULAR VALIDITY 28 :

Vtorks of Professional Oj^pnizations fteviews of Researdi Literature CiirriculuBj Guides TextSsook Content

S a ^ i w t - a t t t e r oomawtt of textbooks examined

Empert Evaluation l^lirfUiadEy Tfcyoat Siffsmary Qwpfcer Mblicgmphy

i v

Chapter Page

IV. STATISTICAL RELIABILITY AND VALIDITY OF TOE TEST ENVELOPED FOR THE PILOT SltJPY » • • * « . « • S«*

Procedures Used In the Collection of Data Determining Pliability of the Instrument

Developed for th* Pilot Studf Deteritdning Validity of the Instrunant

Developed for the Pilot Study Summy

v, TOmm A ® VALIDITY OP RAE FINAL TEST • • • • » M

f¥o©i<to» Used in the Final Study B@iiaM.lity of the Final Test Detaraining Validity of Use Final Iratrtsaent Item Analysis SufWfsary Gverpter Blbliogirafihy

VI. SWARY* CONCLUSIONS, KECOf«OffltATIONS» AND EDUCATIONAL IMPLICATIONS * . . 81

Saaaaticn of Findings Conclusions Reccaiaendations Educational plications

APPENDIX A ® t

APFOTOIX B 91

APPENDIX C , 97

APPENDIX , # 103

APHENHK E« • • » « * IIS

BIBLIOGRAPHY 123

LIST OF TABUS

"Mil® Page

I, Objectives Relating to American Heritage Found in Selected CwriculiB® Slides • • • • • • * » • 39

II# Objectives Relating to Emm Relations Found lam Selected Curriculum Guides • • • • * , . « . * HO

III. €foj»stiv®® Relating to Our Katural Environment Found in Selected Curriculum Guides . » . . « • HI

IV. Objectives Relating t» Self Realizatim Found in Selected Curriculum Guides • • • • • • « • • H2

V« Means, Standard Deviations, and Correlation Coefficients for the Social Studies Pilot Instrument Versus the California Achievement

. . . . . . . . • ; . . . » • • . • • .» so

VI. Means, Standard Deviation®, and Correlation Ooeffieiwits for the Social Studies Pilot Instrument Vkwa® Hi® Ia» Usst of Basic Skills * Section W » . 7 7 Y 7 T T Y T T * . » , . 61

VII# Means, Standard Deviations, and Correlation Coefficients fcr the Social Studies Pilot ItafFUMHHt Vtarw tit* California Teat of MjjCTtstl Maturity « • • « « « * « . . . * • * » « 62

VIII. The Pearson Product-Moinent Correlations by Grade Levels fcr the Social Studies Instmnent Developed for the Pilot St*K%> . . . . . . . . . 63

IX^ Means, Standard Deviations, and Standard Strom' of Heastirejnant for the Final Social Studies Instrument . . . . . . . . . . . 67

X* Means, Standard Deviations, and Correlation Coefficients fcr the Final Social Studies Test Versus the California Adhievaraent feat® . • . « • , . , • , » 69

vi

Table

XX. Means, Standard Deviations, and Correlation Coefficients for the final Social Studies Test Vtema® the Xa*a T^t. of Baaio Sfej,|3a..» Section W . . • T 7 7 T T 77T"T. 70

XII, H u m , Standard Deviations 4 and Congelation Coefficients for 1ft© Final Social Studies • • • Test Wrsus the California T«$t of Wemtal

# •* . . 72

XIII# Correlations Between the Final Test Scores Made at Eadh Gisade LnMd Cc pafed with Each of the Other QpskJ® l®vels » » * . » # * * * • * * 73

XIV. Levels of Prdbability of Sixty Final Test Itere at Grade Levels One, Two, Three* Fair * 4 • * * 77

vii

CHAPTER I

lmcmcnm

Om of the major aims of education in the schools of /tardea

today is to preserve and extend democratic Ideals and develop

the hi latest degree of danocsratic behavior in each child. In

many schools social studies are the mm for the development of

social learnings that mm vital to deraocretie living, All

sublect areas in *$*© «l«j»ntary school help to develop social

competencies meded in damocamtic living* but social studies

play a matjcr role in this task due to the nature of experiences

and knowledges cowed* Therefore, sine© the social studies

are identifiable and recognized tmcvicahm areas, achievewnt

should be iwisured and evaluated as accurately as possible.

Statement of Hm Problem

the problem of the study mm to develop an instrument

to measure achievement in soeial studies in the priroeoy ptte«

Solving this prcfcle® involved the following sub-problems t

A# Establishing content or curticular validity for the

measuring instrument*

1* The objectives of social studias in the primary grades

m m dstmrined fron statements of professional

ar^anizaticns concerned with social studies,

2. Social studies objectives wsre also dsr£v«d from

analyses of twenty mxvmt course® of study and

instructional ^materials developed in various school

flystwow#

3« The oSbjectives of social studies were deteimined

fro® a study ©f iwtfcboeks £<*» & • pr&wry grswffss in

tMch social studies content i s presented.

«*• A l i s t of social studies concepts to be learned by

prisaoy children m» dtrived frm other «®®aapch«

5, Social studies concepts, s k i l l s , k » t r l « ^ M | under-

standings, and act ioi patterns that may be nmsured

t m cav i l ed from tha above sources*

6« A detailed outline of cavtsant which the t e s t would

cover was prepared#

7. T«at its®® fc r th® measurement of social studies

achieveraaait in the primary grades m m made,,

8. Original t e s t items, preceded by the specific objective

covered by each i t * , were evaluated by a jury or

panel of twenty experienced teacher®, five a t each

grade lewssl.

E» Establishing statistical reliability and validity for

the mrnvBcing iratmmrrt*

1. A pilot study included ttm following s •

a* Initial test if®®? were tried out on all the

students in two classes from eadh of the first

few gredtes»

b, The scores on the 132~item social studies ins-

strtinent developed for the pilot study were

eatfared with the California fast of MantaX.

Maturity at the SORB sstudunt®,,

c. A split«4alf correlation wm computed to

further <tet@rraine validity.

d# The scores. m the 132-iten social studies in-

atruwtiit developed far the pilot study van*

correlated with the Califcroia fa&ijmvmmnt

fbst for the primary grades arid with ft* work-

s-turfy skills section of the few Ifeert of ftwie

Skill* for th* thiir<d and jfcurfh p»d8®#

e* The top 50 per cent of students in i rfcorcaiioe

on tfte social studies test developed for the

pilot study were comslatftd with 1fe@ bottom

10 p*r cent, with division feasad m test psr«

faraance «i th© California Test of Mental

f* All students having an intelligence quotient of

m to 101, inclusive, on the California Tkyt o£

Mental Maturity mm grouped fay grade levels,

and from the pwforaance of this group m m

determined test itM* for the final test,

g« An item profile using the tBtmcshoric correlation

wthod was used to ftrther delete in the selection

of test its®©.

2» A filial rtudy included the followingt

a. Hie final selection of sixty test items developed

for the final stue ? were given to students in

four classes of each of the parlraary grades and

the fourth grade# These students were selected

from four separate tout representative sct*o©ls»

b. The social studies instrwwit developed for

the final studjr was correlated with the

California Test of Mental Mat>agity-t

c. A split-tialf correlatim was computed to further

determine validity*

d# the dodLal studies instruwnt developed for the

final study was correlated with the California

Adhievesaent Test for the prtmary unmtes and

with the wark study skills section of the Iowa

Tmt of Basic Skills Har the third and fourth

owtes*

e» The top 25 per cent of students, based an mental

satwity* were ©wpared with the bottata 2S per

cent, based on mental maturity, by grade levels

and by test performance on the social studies

instrument developed for the final study,

f. The top SO per cent of students dstersdried by

roantal ability were ocwpared with "due bottom

10 per out toy ®cwi# lev®l» and by test per-

formance m *0*e social studies iimtrwsent

developed in this study#

C. Determining reliability for tSw* raeasuring imtrwaent.

1« Ihe kind of itess to which primary-grade children

cm respond was detennimd*

2» Hi® coefficient of reliability by split halves

was detssnnined.

3. The standard error of sneasiremsnt of the means of

the soores made by children on the social studies

iratrunent developed in this st«% was determined

for each grade level.

Ihe Setting of the Study

. The locale selected foe this study was a large imtropolitan

area of apprcedinately S0,000 people. Hi© scholastic enrollment

w » nearly 71,000, of which m m than 32*060 were Mhtte elementary

school children, at the beginning of the 1962~1963 school tenru

The first three prismy grades comprised more than IS ,000 of tfie

total elementary mhaa1 scholastic enrolment,

Pvsepem of the> Study

The study mm concerned with tfce ocra^Hatisn of <1) raaasurable

objectives that are concerned wiUi social studies acMeveisent in

the parimary grades, C2) learnings which should b® derived frcro

education to help each ppil attain those basic objectives, and

(3) 13K>se test item© which will yield the requited results.

Basic Assumption

The basic assumption raade relative to this »tu<%r is that

ttm cbjectives of fjrimary-gradte social studies m reprinted

by student®* acquisitions of knowledges, skills, widerstandings,

and concepts are identifiable and raeasurable.

In developing an iratruraent for tiw me®sumt©nt of social

studies achievement in the primary grades, tiie following

hypotheses were tested:

1# There is a relationship between social studies achieve-

went of priwary-gmde ofcildnm as aeaiwwl by -fee instwraent

dewslqped in thi® study and the Test of ffental

MrEsglty,

2# Them is a significant in social stwdim

acMevensavt between stwdants of hi^h mental ability and students

of low mental ability at each grade level*

3, there its a S3gn.ifj.oant positive correlation between the

social studies acM«ve«nt of primary grade chiMren as Mastoid

by the instrument dev«lqp®d in this study and total a<£hiev©Bi©nt of

the saise ehildmn en the CalijPetiiia AGhiev«0nt Test»

H* Thar* is a sigiifioant positive conflation between th©

social studies achievement of third- and feyr^Hpre^te children

m taeasured by the imtrmmt developed in this study and achieve-

ment of tl» mom dhildmn on th® Iowa Test &t Baaio ^dlls% tusetiGKi

W*

5« raaasured by U» instrument developed in the present

»«#arc$i, th®re is a difference in soci«°l studies achievement of

children within each gr»d« ant! a difference between grade levels,

6, lh«re is a positive correlation between social studies

achievroent as insured by split halve# of the instrument developed

in this study.

Backgrcwad and Significance of the Stud r

Ihe dirty of th.® primary school is to provide a bread*

general «dueaticsi through a background of concepts* knowledge®*

skills. habits* attitudes* intet^ests* and aotireciationB WhA«$i are

emmMmd fwndwiental m* basic in the Hv@s of all democratic

peoples.

The child is bent into a social envirsswent to which Is® must

adequately adapt himself in epdter to be a worth-while dLtirnn*

In this process of adaptation all activities should give practice

in social adjustment.

In pemmt educational praetia®, the adequate social de-

velopment and the proofs of socializing th« child has not attained

the importance that it should have in the school lives of chil-

dnm <7, p. 3)» the very beginnings of aocial studies aim the

roots and chief meam fa? furthering social dmicpaant* Social

studies, should be ©Hfihasiaed due to it® isf«3rtance in

13m priwry grades. To date, fcouwer, research in social studies

development, evaluation, and application has been confined to the

intermediate, junior high, and high school gmdess* The primary

grades are seldom ewi mentioned in literature of research even

the*#i tS» primary grades am thft child's foundation far all future

studies and learning* Social studies evaluation in the elementary

school has been greatly neglected*

Even the airos ©f social studies in general have "undergone

r®rthei?> Uhnited r6s®sr,d M C5, p» 1298J# In spite of cSw^ing

tiiws and the advent of a new era of nuclear and scientific

advances, ther® i® evidence that social stupes objective® in the

elementary school have remained fairly fixed (5, p. 1298).

9

Them im little jwtificatiai far this long psiiod of neglect*

It has been argued that Om ptimmy grade child has a meager

vocabulary mJ little kncwledge of social studies. The first

argument, concerning limited sigfrt vocabulary, could be attacked

by UMS canpilatim of tests based upon pictures and visual dis~

crimnation dependent upon conceptualization. A simple test which

the teacSiar could read to the class ni^t also be formulated,

the #«cer»d argawiit* that U» <Mld ha® little knowledge of social

is higily mvemcm (8)« It is true that "fee diJUd's

concepts sm not clearly defined and are still vague* But this is

true at any stage of life when new problems are mt*

On® of the twja* xmmex&mn in social wtuMm achievement

evaluation( Joy Mucfcmore Laeey <7>, states that pmsmry grade

children do have fiietd ©ottsspts about wmw tMnp «d th«t in*

stranents can be devised to test those concepts.

Voting conc«ming testing in the social studies, J. Wayne

Mrightstone (9, pp* 209, 315) fKdnts to the mmI f«r "new

and mesne inclusive n m of evaluation#M and <3mmwtmtm

specific wsys in which social studies evaluation methods may be

devised by the classroom teaches**

Oscar Krisen Buro® (2) lists no tests concerning social

studies, history, or geography for the prfiwiry grade® in Tests

in I¥|nt» • Ruros point® out the lack of exiffting tests in any

form in social studies for the primary gmdes in the Fourth

10

Mental Heaswwagati Yearbook <*0 and l ists no test concerning social

stuc&ts in the warn recent fifth.. Mantel M sasureroiYts Yeayfxaok (3)»

This points 1® the lack of social studies evaluative instruraents

for the primary grade®*

Nolan C» Kearney (6), editor for the mmt recent research in

elememtar'/ concepts, caropiied by the Hid-Centtiry CeBSftittee an

Outcomes in Elementary Education* has stated that many goals in

elamentaiy education are so specific that measurement of achieve-

aisnt can be done wife ppe<dsicsi# *Mle other goals require broader

evaluation.

Mawm, Slodfc, and ftedelwrg Cl> not only l i s t the values

of standardized social studies tests but also give tables shewing

Measurable objectives in the elementary school*

Nurerous witani hsv® parted to the i»#@d for rweareti into

methods fcr evaluation of social studies acMevoaent in the

primary grades, Several writers haw indicated that such evalua-

tion can be dew, while others have even given methods by which

evaluation should be made*

tln&tatiom of the Study

Ths following general liMtaticns were imposed!

1* the study was limited to the stud^ of social studies

achievement in few section® of each of the f i rs t four grades

sprwad among four representative spools in a large metropolitan

area during the school year 1362-1963,

11

2m Hi® study w® confined to the wmMmmtim of measurable

objectives and test iteo© ttiat relate to social studies achleve-

nwfc in tfie grades*

3, Ihe stw# w limited to measurable achievement of social

studies in texs® of joKwledges, ski lis t concepts, and wderstandk

lnpu

H* TMs HMWosti was ftorB'wsr limted to the development of

an instranant to m w b social studies acMevwwsnt in tfte primary

grades,

5» Ufe term social studies mm limited to the content usually

taught in the prtamy grmd©s i t ©awe from -fee social

sciences er natural sciences# No fine line of distinction ms

drawn between elementary science aid social studies.

Collection of Data

All data used in the study were collected as follows*

1* Priaary-jgpmde social studies objective ww® Atained

from curriculum content, te>r&odc goals, and authoritative

scums jraterials cotKserning social studies in tJ*a priiaary

grades,

2, Primary-grade social studies concepts mm collected

firai the above soure®s and firan nseupeii data,

12

3* The California Test of Mental Maturity was atfciiniBtBred

and scored, and. the intelligence quotient of each student tested

was dstenrdned.

k. The Califciiiia Adiievsaaant Tmt mm astadaistered to

grade® one, two, three, and four, and the Iowa T«ff of Basic

Skill® to grades thre® and four# Frai these "tests were dartwev

mined the -total acMevesient scmm raade by each student tested,

On the Icwa test only section W ns selected for iw because it

is w e related to social studies,

S« the instrument developed in this study was addixistered

and scored,

l¥oe«!wres and T atawwit of lata

The ppooetew of this research included several sub-problans

related to validity and reliability, Htm two kinds of validity

that w®a» used are (1) content or cwrrleular validity, and (2)

instruct or statistical validity. Reliability wm caromed

with content reliability through adequate inveatigaticri into

the universe of cantmit and through internal oan»ist«ney»

B* ppooadurss fee establishing validity »d reliability

were as follows*

1. Goals and objsctives for social studies teaching in

the priunary grada® w®r© determined, From various sources em*

13

the master l is ts* Statamnts of goals and objectives I r a the

following sources ware examined!

a* Edueaticml Policies Conraissicn

b# National Council f c r tJ»e Social Studies

c . National Society for the Study of Education

d. Tew® Education Agency*

2. From this study a waster l i s t of objectives was de-

veloped* Ihe master l i s t of objectives was made into a eheck

chart so that goals and objectives which nwe found in out-

•tanding ootswM of study could lam ixmpsmd with than*

• 3* Since wmw of the objectives l is ted in tf«s master check

l i s t are riot jnaastsr^le in terms of tWL® research, a study was

made of measurable eteKsntary school objectives as presented by

the Md«-Ceritmy Ccnwittee an O&tcmmB in Elesmrtmy Education ,

edited by Nolan C« Kearney <6h From this work was* determined a

l i s t of social studies objectives for the primary grades whicfi

are measurable in tern® of the present research. Fifty of these

nieasurable objectives were obtained. These f i f t y measurable

objectives were organized under the four larger headings used by

the Educational Policies C<»Ras8ian in classifying objectives.

A study was made of social studies subject matter con-

tent for coverage of Imowledges, sk i l l s , concepts, and under-

standings whieti am presented to primary grade children* Frcm

Vi

this a content outline was made. Various itsa® of content we»

crgariized aid plaoed aider the objective to wMA eacfc item was

related. F r o this content outline t w t questions were ®ade to

f«pp@s®it Hi® subject mattm? related to each of f i f t y objectives,

5, A l i s t of 3%f test questions, organized under Uw various

objeetivas* were presented to a group of ®scp«ri«noed tseadhers and

college professor® for 19he purpose of getting thair responses

to the follo<fiing fiiwstiawi

a# Is the item too diff icul t for primary children?

b. Is the statement clear?

c. Does Uws question n a m th® stated cfcjectiva?

d. ACTS any of t i» alternate questions confusing?

0* Is th® mariced arwwsr the crt« you judge to be

correct?

f . Cm you think of a better answer to th@ question?

g* Do you lmv@ any crarsrrent?

6. After the avaluatiai and rworking of tes t items, 290

questions «®ra selected fcr ® trycwt on 178 priiasury-gmde chil-

dren*. The results «ero analyzed and oily those items mm re-*

tained that met the following reqmmnentsi (1) each w» related

to an objectiwsf (2) each discriMnated between grade levelsj

and (3) each was neither too «w»y nor too hard for a l l grade

levels combined, fvm this rsssarch action the social s t a l e s

15

evaluative instruraent developed if* this study was further reduced

to 152 items,

7. A test of 132 items was adtadLnistered to two classes from

each of the first four grades in on« school, A total of 212

eeholastics participated. The results cfotained fern tMs testing

were ©aipswid with the California f«t of Mantil. tfeturity on the

sane children, lueses awparlsora mm ranetet

a* The. sccws made en the social studies instrument

developed fcr this pilot study by cMldran in the upper SO per

cent, based upon mental ability, were compared with t$w> lower

50 per cant of dtildran on ttwsase basis,

i>. the seores mads art the instrunent developed in

this research by children in each gyed® level were compared

with the scores raade by children in every otfuer grade level,

c, the scares made m fee 132~it<m instrument developed

for the pilot stugy fcy children in the primary grade® «wf® com*

pared perfoOT6EB« of the smm children cri the California

"feat.

d# A split-half correlation wis oowpfted,

@» The scores made by c M l t e in the third and fourth

gmd®s tm the social studies instrument developed for the pilot

study wera compared with the pmf&mmm of the seme diildrem on

seetim W of the Imm Teat of Basic SfcLUs,

16

8, A further analysis of test remits was made by select-

ing the group of children at each $sade level ifeoat intslligaiee

quotient raided fro® 96 to 10*t» inclusive. From this select group

an item count was matte on each test question to detsnaine the

nwihev of correct responses fa? cadi item at each gmde level.

All items to be retained for the final study came from this survey

and v/ere at the SO per cent level of difficulty fm> the middle

9, M itm analysis was made that oonsisted of its® coiaits

of correct responses of heth-.tcjs> and bottaa gt'ouss of .student® 9

in terras of lasntal ability, at each ©sd# level* Hies?? ecftmtt

m m changed to percentages and tetrachoric correlation was com-

puted for each item at each grade level. The cut-off potet of

,40 was adopted, M & result of this analysis a test of sixty

item was ea»p£3®4 for the final study*

10, lha sixty-item social studies instrument developed fcr

the final study ftm the above research t*as administered to four

groups frem each of the first four grades. The four schools ware

selected in such a way that each would fee representative, Each

of the four el«sentarv education consultants selected a r«sp<m-

tentative school froa her area of the city. Selection was bamd

primarily upon the total achievement of the children of that

school *$>on 1ht California Achievetaent Teat,

17

Scores made by Hue first-, second-, third** and fourth-grade

cMWwm on Ifm sixty-item social studies Imtrmmt developed

far tiw final stu% were compared with the scares raade by the

mmi children on the CteUffanriyt Teat of Mental Maturity, with

^ Califoamia AcMeve«nt Dwt> and with section W of th* Iowa

Test of BaaAe gdlls. !he Xcwa test was given only to gradss

towt and four and is especially important because it has one

section W related to maps, graphs* and references and is jupto

raireseirtative of social studies concepts. The results of

these tests mm analyzed in a muter of ways* namely*

«« The correlaticts was computed batman mmem nade

on the social studies instrument developed for the final #to f

by children in all four grades and the California fmt of Mental

Maturity# The results of this pro«<te« were used to test

hypothesis number 1«

b. Collations were computed between students of

high inental ability and low marital ability within each gradi

level and baaed upon j/tofommm m the social studies imtmmmt

developed for the final study. This procedure resulted in a test

of hypothesis nutuber 2,

e» Ihe correlation was coRputed between scores made

cm the instrument developed in this study by childly in the

fiwst four grades and their performance m the California Achieve-

«*** Test. The results of thi® procedure were used to test

hypothesis number 3»

18

d, The correlation was ccwjajtad between scows Bade m

the instrumnt deve lop in this study by dti ldren in the third

and fourth grades and their perfcasnance on tti© I<w Test- of. Bagi£

Sk i l l s , section W. The results of this procedure m m used to

test hypoth«®is rasiBfeer *»«

«« The correlation was GSBsptrted b«tv*ea score® msd® m

tht instnuieftt davaloped 'in this study betMMm gpad» levels,

and between th« l e m of top and bottou students, in taras of

Dental a b i l i t y , within grade l«v®ls» The results of th is pro-

cedure « « used to test hypothesis nunber S,

f . The osrrelaticn was computed between sp l i t halves

on the instrument dawlcped in this study.. The results of th is

procedure mm used t» test hypothesis mater 6#

g» A procedure w»® wed for determining th t phi

coefficient for m&tih it«m at each g»d§ level# The cut-off

point of 5 per cent was established*

•Strawy

I n the preparaticn of m instrument fear' th® am&vmmmt

of social studies achievesent in the primary grades of a Metro*

politan area, a gmiuine e f for t was wade to ascertain the roost

effective and useful Methods* Ihe val id i ty of the social studies

instrument developed in this study was of priwe ccno»m« Validity

19

received extensive treatment through eurrictflar and statistical

research. Analysis of th« social studies itaan® developed for

tli® evaluative instrw«nt usad in tMs wsweti was approached in

m dafinitiv® wanner, Pliability was of groat coneem* tlmfiara,

efforts won ata.de to make social studies ir»tm»nt a® depend-

able as possible without saesrlfieing validity.

CHAFJER SEBLXOORMPfff

/traam, Jdhn Stssmley, Marvin Clock, and Helen Wardeberg, Evalmtlrm Elmmtisry School Ftgklis, Basts*!, AUyn #Kd.

Sure®, Cteeor K« , editor, Tfatt in fHitt,. A of Ifestp Ijt''

S T l B r a ^ e ^ S R I S I I M E r i w i w t 1

pSS> w * m +r

ITWnatf. £9$ A* » editor, Hnt K i f ^ feitfcal H«sig^ent

'' "Ife^oslca* P a r i * . £ ' v 1 ^ , ; i r ^ c r f 'IWs®,

» oditar, Us© ?«3*3r$i Mjurial Mea®«peMiit

S« Harris^ Qiwwrlaw W« and Maari® UM* «<Siter«* .... ... i i ^ E^»catianal Resgyt^i, thivd edition, iCsTI (WiSiewR ^1Blmti<Sri'Si«ardbi Association, Hi® Haonillan Company, 1960»

6* WmsMft lMUn C,, editor, Elroaatary School Objectives, £few York, H * Russell Sapi i§Sl# 1 "rrr r

7, Lacey, Joy Mactaare, Soeial Stwliaqi Cmoe.Bts of ChlUNm &. S i tfopw IS" t featt olHP332Sfr» Haas, factors' ' tollege', Colombia Univarsity, 1932.

8. Piaget, Jean, The <Mld#® Concjeption of the World, 1m fade, ^ m g c t ' r " i i s s r a '

9. Wrlg^tstcsie, J , Wayne, "Testing in the Social Studies,n

Eightfi Yeaxtxxak of the National Cewieil fc r the Social Studies, 2S. Contrilmtiarag of Be^yeh t© -flse T««sMm gf the C, I^TT^gweau ^ i l s r y ' f e t f t e ^ P i lfts«bw®3i# '^ffiScrtil Council for th® Social Studies, 1937,

20

CH«pm ii

J O O T OF RESEARCH I©*®®) TO THE !€&STL®®FT OF

SOCIAL STUDIES M M F I M M 31 TOE

PRIMARY GRADES

Research related to the measurement of social studies addeve-

sramt In the prinaxy grades is limited. Therefore, the mm prior

to If 18# when th« &3*watiorail Bolicia® CoHtaission established

©pacific objectives for the social studies, will fee treated as

early studies, while research after 1938 for the purpose of

Uiis study will b» tmwd as row w»»t fwsearc}

Early Studies

Research in the social studies prior to 1916 m& directed

toward <wphasis upon Ibcmd jattSwIs* l&eardes, and! grawwl

unrealistic objectives (9, p* 1131)* The first published

evaluative instruaents for 1t» social studies ajspeared in the

areas of history and geography for hi$* stihools between 191*

and 1920 (8, p. 123%)#

In 1920 many new tests appeared in social studies, but

not* wens for the jriwry gmd®## After lii© fewer tmt» m m

21

n

published became schools mm cSwiging to complete batteries of

tests on .iMmmmt* fern 1S1% to 1933 research la the social

studies was wctoact®rized fey herculean effort® towards objectivity"

(3, p, 1131). Many varied technique® were devised for the selec-

tion of textbocks, curriculum content, objective tests, and

courses of sstutfy in this period, but none devoted to the

psrfiaary grades.

In Europe Van der Toman tested children fre© ages H to 8

with pictures arri found that boys excelled girls and that power

of recognition increased %*ith age (7, p. 39)# fm\I and Berr

Schober (7, p. 39) developed social studies picture tests that

differentiated between different social classes, Th® cmclusians

of this study were that upper clasae® were noticeably superior

over proletariat* Social difference® gseemad more walked among

younger children, whereas 7 and 8 year old children war®' nearly

equal* the inference gtvm wm that tchodl training does midh

to equalize social experiences.

More Recent Research

Following the trend of picture tests to determine social

studies aduewsent, Joy Muchaoaw Laoay (7) did extensive

research into the social studies corjeepts of children la the

first three grades, the object of this research was to ascertain

#>at infaraatien or misinfcrroaticn children have about the world

in which they live, in order to select and organize adequate

23

Naming experiences. Hits involved making check Ust» or tests

about tlm particular meanings ixMnd the general concepts in

children*® minds* the stu# revealed saw of Hue things chil-

dren know about their social world and a lisiited amount of in*

formation and isdsinfaraatim that certain children have about

CCBBK3TI things*

The scope of the study ranged from the "htmm zmel oawunity

life, nature interests t great people, and invsritiais "to grs&t

events. Concepts mm reduced to 125 wards, which mm reduced

to pictures. Since pictures mm used for ttie final test, all

reading difficulties m m eliminated. No correlation® were made

with other tests, nor were comparison® given.

Altboqgfr testing of social studies a<M«vea®nt in the primary

grades was neglected, seme progress was being made toward identi-

fication of the major aims, goals, and cfcjecrtiv»s of the first

three grades. In 1938 the Educational Policies Cawaission set

for8* four1 broilid categories of social studies objectives for all

gradfe levels* Frcsa is primal source most ©msrsas of »tu%

seem to dsrive their major goals and objectives. Also, this set

the trend for the present-day pattern of social studies objectives.

The era from 1933 to 1950 was characterized by an «8phasis

upon the broad, general objectives, rather Hum specific or in?,

dividual objectives (8). Kelley and Knsy (6) pbliAed a

acnp?ehemive volume cm evaluation in the social studies in a

report to the Comaission for the Social Studies* In this work the

need was stressed for a new type of social stadias test in which

concepts would relate to ©sact informtion, underetanding, skills,

and attitudes, But em* this ooBprehensiv© aaterial made no ion*

tioi of the psiway grwias*

iev£«w of research prior to 1950 reveal that the objectives

of social studies bear a great deal of sijsrillarity due to lack of

research <«*» p» 1298), The most reeent attaint to stain -fee

general objectives of the elementary school was mad© by the Mid~

Cantury Cownittee on Outcomes in Elemairtasy Education In

ohool Qbj^^tlves, ®d!tts©d Nolisn C% K©srn®v (5)* hirty fo®®!*

well-known educators were enlisted in tins develcpa-mt of the objec-

tives of elementary education which mm important enough to war-

rant the direct efforts of schools and tiuachers. An even greater

contribution of this research staff was the placement of measur-

able objectives into actual levels of difficulty and probable

levels of achievement in attaining than, Altogether the goals are

specified aa being too difficult for the average diild, and only

the most advanced children will adtieve all of the goals, H®t

only are the various objectives divided by grade levels* but they

are farther divided into the areas of (1) knowledge and under-

standing, (2) skill and competence, (3) attitude and interest,

and (%> action pattern.

25

Although m instmaent for the neasttraawnt ©f social studies

achievement in the friwary grades is not availably mmmum tests

of this type have been sad® for the wp$xsr grade® by w l « i test-

ing eonpanies, Mcmvm>t sudhi infornmtien is kept cxsifidtential end

is not available for public scrutiny as to the methods «Md in

validation studies, Merely statistical reports are given in the

final analysis, and this usually appears years after the original

teat i s compiled and published.

Gsse #*idi study is that made by the California Test Bureau

in i t s research ©enter- at Del Hart® Baric in Macitaa*y, Ctf ifMU*

this st*«ir in reported h m bemm® i t is .to be «m ©f

the most «Ksprebensive sag"!** of research studies available. Dual

standacptlizaticr\ of both the Caljfiwdto AohUvwaBt feats* m& the jiitwwiwrwi

C^ifgmla Tests of Mental Maturity ^as bused at « r n than lf200

iixlependent class sanplee from forty-eight states. This resulted

in controlled uonas provided data far the interpretation of

achievement results in relation to age, grade, and swrrtal ability

{2, p» If)# Validity an th* California. Achievement Tetfte was det*r»

mined by three varied approach^; namely.

Mental ffataariLt i, (2) Califcartila ^ievegent Teats w r o s Other

hMammM Test®, and (3) Achievement versus (3nad© Relationship®

(1, p. 26). Fcr these teat® curricula*" ©r content validity was

2®

wp£re-deter raUied b y t h e course® <sf s t u d y o f a l a r g e mx&mp o f

s d i o o l s " ( 1 , p« 2 9 ) ,

Many t e s t i n g companies h a v e c a v i l e d s i m i l a r s m t s r i a l o n t e s t ®

f o r t h e u p p e r g m f a , b u t none i s a s c o r a p r e ^ s i s i v e and e x t e n s i v e

a s t h e C a l i f o r n i a . N S x j m m m x t T e s t s » F o r t h i s w s s m , c e r t a i n

p a r t s o f t h e t « s t o a r a p i l a t i a n p a t t e r n have been c l o s e l y i n c o r p o r a t e d

i n t h i s s t a c l f *

S w a o c y

& t h i s c h a p t e r t h e l i m i t e d b a c k g r o u n d o f r e s e a r c h r e l a t e

t o Una w T O i a w a s f i t o f s o c i a l s t a a d l t s a ^ n i m m m t l a t h * p r b s r y

g r a d e s h a s b e e n p r e s e n t e d # Hi® e v i d e n c e i n d i c a t e s t h e a p p a r e n t

laofe o f r e s e a r c h i n s o c i a l s t u d i e s ach iewa iae i i t f o r t h e p r i m a r y

g r a d e s . A l t h o i ^ r e s e a r c h t o t h e s n a s e n t t i m e h a s b e e n l i m i t e d ,

t h e r e i s r e a s o n t o b e l i e v e t 3 m t p u b l i c d r a a n d f o e s c i e n t i s t s a n d

f o p more s c i e n t i f i c s t u d y i n s c h o o l s w i l l f o r o e a c t e n g e i n f u t u r e

e v a l u a t i o n .

CHAFES* BIBLI0G8APHY

1* California Uwst Bureau, X9S7 Tec&nical Report m it® Califcwda Tests, ri"

fSSd®SEa^STSi?wus 1957.

2, , . 1961 Catalmi Stati£&r*iia«d Tests, Bel Mont©

3* Educational Policies OowdLiwim* The of Wmmtim in .Pwpggcy.t WMj^Em s"*WiEr7

e8SS®Sr*^w

IStf#

H, Harris, Chester W» and fferie R, Liba, Ettgyclopsdia of %mmvcht third editto

1 '''!® ':''lt» • JttSSli1 '^awtlSwl Research ikisoeiaticm, Tte MtcsdLllam Compajiy* IfSO#

5. Keamsy, Molait C., editor* tXmmfi«m School C&jeetivss, »» iwwwu s«f» oSafissaj' IISI: —

$# Ifeltey, 2fcuftan U and A# C» Kn®§r# Hasts and in the Social Sciences, Mew :'

7» iaoey, Joy Mudannkf Social Studies Cwmptf of CMMwsn in *h® flWt TftgmMSr:~ifafe"'feiaai

?» Coli»g®# Colwfoia IWvsralty, 1932*

8« Monroe, Walter Scott# edited, Kncr/clopecli.a of Mutational fSpaearetii, "M«w York, Th@ obSIIMI' ofi|pam 7 Sit*'""" "or'"r"'°n

f editor, »"lfc York, Us®

of Educational

27

CHftPIER I I I

CURRICULAR VALIDITY

In the development of a. measuring instrument, validity i s

of the greatest iBfjerfcance# If <a measuring instrument does not

newire what i t intends to jneasure, i t is ©f l i t t l e use# In the

development of acMevaaient tests two kinds of validity mm

usually requited f namly, curriciilar or content validity and

(xmatnxst or statist ical validity. Curtricular validity i s

usually aoccsaplished by ctetermining objective© and the content

related to thews objectives. Statistical validity and reliability

are usually detemined by studies of ta*s results of adfrini#*

traticn of test itone*

In the present eurricular validity mm established

by combining and correlating a l l major objectives of social

studies education for the rvimmy grades with curs»ici£li» emtmt*

*M® involved analyses of (1) works «f professional crganizations,

(2) reviews of research literature, (3) course© of study, 00

state adapted textbooics for the gradts involved, (5) evaluative

judgaret cf , and (6) esq*ariB«ntal ttyetrt of test itaa»*

28

29

Wortcs of Professional Organizations

Leading the list of professional oc aniaatiem mm the Edu-

cational Policies eoimdtssian of the national IkSaeatlofi tesacl&tlm

(7, pp* 157-277), which mt forth as early as 1938 a tvead geneml

list of objectives for the eleraientary school* Ml objectives were

placed under four large category headings? namely, (1) Civic

R®spctisibility cr American Heritage, (2) Huron Relations, (3)

Oar Natural Environment, and 00 Self-realization. Althou^ I3we

is wide variation from city to city and ffcom state to state as to

the awawr in istiieh these basie goals of social stiaMm mm

warded, Hi® "basic objectives for social studies ans aimilar

in Mtore* IS* p. §)#

Another- learned organisation that 'haw m®$mtIf contributed

extensively to the adwanoasent of elerasntaay school educatim

through exhavsrtive research into eleffleKtary school objective©

is the Russell Sage Foundatiai. In 1950 this organization endowed

the Mid-Oentwy C<s»ittee crs CHiteRws in Eleraentary Educatim

with funds to assemble md describe the measurable goals of the

elementary school. Educational Testing Service realized the

need and jduad in the search foe a txmmmm of educators

as to the needs and objectives of the elmmrttuf school. The

IMted States Office of Education are! the Department of Elon&itaxy

School Principals of the National Edueatioii Association joined

in this vast undertaking# From this research came the basis

30

of measurable objectives that could be used in the present

study#

Ihe broad general categories m described by the BducatLcmal

Policies Cernidssioi* wmm used m the tamk for the present

research, Each of the irasasurable €fej««gtiv®s described by the

HicW ntury Corasittee was placed wider fte category that seeraed

most suitable, "Sit follodLne list w» Hi» dbtatlxMdi

!• American Heritage and Civic Responsibility

1. It» child should realize that privileges and free-

don® involve respcmibilities.

2# 2he child should understand desaocratie procedure,

including laws, rules, and regulations that exist so that lives

may be safer and happier.

3* 2ht child ahcwid knew about the Coi®titutiori ©f

the United States, the fmrnmrnk of dwioaMitic governmrit, and

the tmditicw that hsm united t© make qp the American wsy of

life.

"Cte child should know that the conscious and ex~

pressed bias in fimrim is for deraoeracy and belief in a. Supreme

tetag#

5. The child should be developing skill and competence

in recognition and expression of values and should know the basic

rt&e» in concepts of fair play, ownership of property, theft,

31

trespassing, and the responsibility of the finder of lost

articles,

8* It* child should respect the rights, privileges,

and individuality of ©fcfwe.

?* TSm dhdld should! know acmething abort the culture

and life of the African Indian and Hm Eskimo*

S# Ihe <tiild should shew interest in colonial people,

haw they lived, and the ways of living in early days in his country

and othwsr lands, and should be able to tell short sterles about

historical happenings.

9, The <Mld should shew awareness that mm organiza-

tions and •et^mdm mm granted authority to help protect the-

welfare and safety of the ocmrunity, state, and nation#

10* The child should understand the general, process ©f •

electing officers within hi© group and should know the rula® of

team games, in which he participatBs and be able to help in the

forfflulation of rules for group behavicr gowttdng th» rights,

prqwrfcLea, ami personalities of hi© grew,

II* Hasan flalatiLamt Appreciations of and Coopemtion with

Otter Peoples and Natiefi©

11. The <Mld should fee ooop®rating wltfe others to

improve life in his hero, school, and canrounity, and show aurare»

mass of respcwisibility to the grow* by his kindness, cooperation,

attentiveness, and courtesy.

32

12. The child should be enveloping a mmm of fair play#

ability to distinguish 1mtmm truth and dishonesty art an ele-

mentary level, and should show respect for rules, regulations, and

authority.

if* Ihe child should know that «v®ry race and religion

is entitled to respset and that social tolerance requires the

ability to accept difference in spmt$it aarmers, and grooming.

1h# child ®h«iM knew about the aor# fonlliwr oem»

pations of many persons in his caranainity.

15. the child should be abl« to organise or classify

th* ooeupotiattal activities of various peopl® urofer major headings

of work.

16. The child should be able to tell how pcsople in

one occupation are dependent vbx*i many ottsers and show awareness

of the intardepoTdsmee of all pteple*

!?« H*» child should understand the roles of teachers,

principals, school adults, roerafoers of Hie family, public servant®

in tS*s ocraraunity, scfriools, and how these affect his life and the

livw of others#

18. "Hie child should know saaething about iipoptsrit

I*opJ«» things, aid events in hi® carammty, city, state, country,

and other coimtri«s«

33

111* Our Natural Envixwwsnt

19, The child should understand ISw relationship between

seasonal changes and the way people *rarict live,, dress, and eat,

20, U» <Mld should begin to understand hw pec le

have become adapted to thair f^rameit by oontnttting the

various modes of living with present ways of living*

21* The child stold have some rudimen-tery knowledge

of the basic processes of nature and &m they influence man's

life#

22, The child should know about ooramon pets, farm

animals, local plaits, flowers, and crops, and be aware of tfoe

dangers of strange oat®, dogs, and anisjals at the zoo,

2'S* Una child should know that plants and animals

provide food fer man and should b© able to relate how foods aa?®

kept safe and pare*

2<», The child should know aJxazt the foods of nsigr

a*K» animals and ths ppoduals that plants and animals pwli®

rean~~as food, shelter* and clothing,

25, The child should he familiar with s«r*y of the

M M animal and insect pests and poiscnoi® plants,

26, The child should tecw the use of trees for pro-

viding beauty, froit, food, and shade*

m

27. The diild should undsrstand that plants and animals

are interdependent and make adaptations to their envijxwment.

28. The child should be using many simple tools cor*

iwfcly and should be ulsle to ®how the difference between doing

wade with simple tools and with Jurist machines,

29. The diild should be learning about siraple machines

and the scientific badc rounds to trampcrtaticsi and ocBmmicatian

of such »a<Mnea.

30# The child should know the value in using fire,

knives* mdhineiy, and fertilizer#

31# The cMld should became increasingly ©uriaus, In-

terested and inquisitive about the sky, the earth, weather, ccr*~

servaticn, M i m a ooUecticns* protection and m m of M*d» and

other anlflaOs* pictures of plants and m&ml® frm vide vesicas*

and the imturetl world around hl»*

IV. Self Realization

32k Ihe child should have a growing geogr®fhieal

vocabulary and ®imp3a knowledge of certain basic word®.

33* Ihe child should be aware of the world as a glcfoe.

3*i# Ihe child should b© acquainted with siwple natural

geographical feature®, as raoimtains, island®, lites9 rivers,

streams, ocean®, and ponds, and mam so if they are in Ms im~

msdtlat#

3S

35» U* child should fee stole to understand and relate

simple maps of his neighborhood, c i ty , and expanding ecswamity,

m& have mm mderstanding of the win divisions and region.

36# Hi® child s!km14 have m beginning sk i l l in locating

places m map© and be 4bl• to n e m i accurately with rulers and

alible imtrumsmts#

37. The child should have mm ioKMMgt of the re-

lationship of the earth to the stm, s » # « d stars.

38. the child should b© abl« to identify and solves

simple prolans and should be able t» make simple g@TWPaliasati,a«

on 13%® basis of Gtoservation arid @Kp®c*3i»intati<»*

19#. a® child should have simple ski l l in reporting

his observation® and cmk&bIqiib about plants , aoteals, ami si*pl«

physical science phenomena,

H0« The dnild should b© able to give single direction

clearly and woxk out worn pteMmm indepwndantly and should be

able to differentiate between fact and fancy,

HI. Ihe child should know brief stories abourt a few of

the great w of science and should shew desire for information

about coRStruetim, trarapcrtation, coni«uni.catim» astsxmony,

warfare, and industrial process®®#

H2» The child should be able to answer in simple term®

swdu questions asj Vihat snakes rain fall? Mat happens to water

when i t freezes? What causes dew in the Beaming? What happens to

water in a teapot t t a i i t evaporates?

36

Hi® child fshould tM» afol# t© wafee hffMfttmaw in &

sisfsle manner*

The child should understand that nusbers mart apply

to a quantity of -southing to have meaning.

HS» The child should be atOL© to apr>ly isaftwM. to the

days of the week, months of the year* a dozen eggs, pennies in a

dime, nickel, quarter, or dollar, minutes in aa Iwwr, inetsts in

& foot, feet in a yard, and pint® in a quart, as thai* mist® to

his past experiences,

*46, The child should be acquiring the vocabulary to

raspcnd to simple questions about the envircmmmt*

%7« The child should begin to imderstand that he has

strengths and and what he does w#ll and what he

does not do well, and ammsmm that people approve of efforts

t&at ar© directed toward waking the world a better place in whicfc

to live*

**8» Ihe <Mld should engags in activities that halp

hi» .©dwerw -tawm md natural smwwoes and property and stolid

know hew and why to practice safe behavior in crossing streets

and 'how to manege f i r e properly,

*t9# the child should he showing a fprssidng understand-

ing of why children and adults bahave as thsy do and should under-

stand that for successful group living thsma mist he aaqperative

group planning, cenai*taut£ont and sharing of mspmsibi l i t ies .

Th® child should b® showily ««renes& of group interdependence.

37

SO, the cfeild should show awareness and aaneern witJi

maintaining his health and safety and the health and safety of the

coaaunity, as well m being mmxm of tJi® value of good food, pure

a i r , proper exercise, clean hands, adequate sleep, clean teetft, and

the value in simple psrawentiva indication. The child s to l id knew

how infections spread «nd that contents of medicine bottles and

things that leek edible may fee j^isanos®.

Ihe placeiwent of each of 13ie f i f t y objectives tsidar the four

sajor divisions of objective® above was arbitrary. Many objectives

may be related to one division as well as another*

Reviews of Research Literature

FurtJier investigation was made to determine from the reviews

of otfwr nsseardh literature the jaeaswroble objectives of social

s t u p e s for the primary grades. Notable ®»ong researdhers wm

tacey, whose study i s reported in Chapter I I , tsife* related re-

search, along with a l l pertinent research &mmmlinf evalua-

tion of the social studies in tfte jwiway grades.

Currlculw ©aide®

Many exsurees of study or oarieultia guide® have been en-

dorsed by various learned organizations, For ttie purpose of

this study, only those guides l i s ted by the National Council for

IS

Social Studies (2, 6, ?# 8, 10) and the Haticfial Society for

the Study a£ Btertia* (3) w m oMd te th« fMMMt wawrcfe*

J$ic9»»llfi (8) analyzed 1km social studie® goals found in

fbrtj -fcnr courses of study and found gpeat overlaying# Most

of the study guides wed in the present research seem to have

diwwt hsavily from th» terwd cb1«ctives listed by t5ie EduaatiGnal

Policies Cowdssion#

A List of th» etarelcailtBi guide* used in this *eseardi is to

be fowl in Appendix A# Thes# guide® mm mask in the following

mmamvt The fmm Education Agency's social studies eunieulua

guide ww selected m being room or less® typical of tte ovaxwdl

broad objectives, Frem this weak m s tafc«n a list of «lmwHtaxy

school dbjectives, Whkh th@ agency had plaoed under the four

broad heading given by fht Edixaticnal Policies Ocwaission. Th®

list %s®s then «Kpondtd by th«s addition of five dbj«et£vBa taken

foam the Pert Arthur social ®twdi« etrricul* guide,.

Using this awtip list of major dbjMtivas as a guide, each

of the selected currdeulun abides was analyzed as to points of

agreement, M m the was evident an asterisk (*) was

placed in th® line where the objective bisected the column con-

taining the nam of the c&ty or state finishing the course of

study* this warts is nhmm in Tables I# H t HI, and I¥# found

on the next four page®*

jfcnvj fmnf

1—J| W(MWWWiy>W>

m

mm

Mm OH*,* MmmM

m a #»»n»)i*in»i|iiyi>ii>!li;

m m *mu

* •• &JZ

ri

v # %*# * r 4

m &

*0 f #

K 15 ; «h jga # !f !« l3 tSi!uh§

s? •S

*10

mmi. *g»TAT

m was

I U J I

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Having thus eseewplified the a p w a t of mmm& of study

aancerrdng the * j c r ofe3eeti\*2St i t «a® r»o»ssszy "to drtmnina

the degree of «$PMMRt bet*?een objeetlvss stated in curriculum

guides and dbi«cti\«» stated in ' t e t te rs -#

Tesctbock Content

Us© goals, s©qpa, and wKptenc* «# * t t pdiaary-grwls teict*

fooetes adopted for 13* s ta te of f'mm and relat ing to Mobil studies

w®» reviewed, condensed, and combined, In order that textbook

content would fa® mm adaptable t© oamilaticR wiiti HM weasiaw

«i>Je objectlws m aztlijned*

State adopted te&tbocfe osvering reading, social studies,

health, and, whenever applicable* spell ing, were examined.

Since the f ie ld of social studies had no adoptions for* the social

studies fo r 19* f i r s t two grades, those cospsnies planning to

o f fe r social studies tesrtfbod® £«*• adoption twrfc ywop we» asked t®

famish available texts# IMs «®<te the study mare effect ive and

timely, and included tfte frost recent research in science and

social studies th&t will be incorporated in H * curriculum in

the near future* Arithmetic textbooks w w not used because- "ftcse

cfejectives relating t o tin®, space, quantity, sequenoe, and number

are included in social studies goals*

The plan for establishing s e ^ m s e that i s most used f o r

priiaary grade social studies program i s that of expanding

M

g®^E«|t»ie areas of experience <3* p* lH0f *», pt l£t>* In tJhi*

plait 13m kindergarten and first-grade children study the 1km and

school. Then to Hi® second grade they branch art: into the neighbor*

hood and cxrawunity. In the third grade the stuffy mm» to the

espwdtog conmiffiity, In a recent survey of eoope «nd sequence,

Jfedjpon (*„ j>» 160) found over t iming preference fee use ©f the

eapaunding «wun i% or wndpemmnt as -&m wslf©d for intassml

OTgWfisatiai of the entire social studies program.

Since the prim consideration of this study was that the

social studies evaluative instrument being developed represent

valid coverage of content, the wain consideration here was that

sifcject-«att«r inforaation cover a l l fields' with adequate saag&lag*

To accomplish th is the subject-matter content of textbooks used

in the primary g r a t e mm surveyed and minute details were

eliminalBd. The textbooks used in this procedure a n listed

in Appendix B* Use subject-natter outline w reduced to the

folltadng comprehensive list*

$ufoje<rf«fflatter Content of Text&ooftes Examined

Grade 1

Hen and School

1, Hie fm&Ly

2, The heme

3, The S^ool

«*• family «ml school helper®

5. Safe woiSc ana play

6* Andmlft

a . pets

b* wild anifflals

7# Farm l i f e

®* Holidays and special days

9» Health

«* good food

b« cane of the body

10« Seasonal changw*

11* The postman

Grade 2

Nei^borhccd

1 . CaniBunity helpers

2# H » seasons

3# Conservation

H. Human i l l a t i o n s

5. Inter«3ependenc®

6. Cardinal direct ions

7« Holidays and specia l days

S# Us® of fire

9« Health helpers

a» doctor

b# nurse

c» s a l t a t i o n

10. Food

11# TrmspartatLm

12, Safety

13* CcBiwinicatiori

1%'t Hen who waxk m h&mm

15* The playground

16» Moraww®

Tim Owr asmtry

a* th« flag

b. groat mm

c« toirttwto^

IS* Uses of water

19# J3wlt*r

a# than

b» now

Sradte 3

Expanding -Coffltomity

1# Food, belter, clothing

2» Treropcrtation

3« CcsB®m<aatlcm

*1# Recreation

5. Health and safety

6» Shall towns, cities, fata®, ranches

7» Cmseiniatioii

a* toil

b« wstax*

e* - ©tbsr natural tmwureses

8» M@w tools and tediniques

% Tim

10* Floods

11# 3$cnmw?S

12, IraJians

13* Dairy t'mm

1'*. Ffcrnt growers

15 • Sheep randh®s

16* Vfieat p m i

1?# rUhlng

18, Mining

19# LvjRtfjerijjg

20*

21* Mwi*$ heritage

22* Physical envirorront

a* ted features

!>• mape and grafihs

23* Coratmit^, state, mtiers

2H. Earning a living

a* intenteperrfeKs®

b. inflmming ecaiditions

25* Democracy

a, meaning

b. Prasident

26. Respect far ©«m»

a. cooperation

b, sharing

Social studies tasetfeocte are in conpar&tive Bgrsmmmt in

relation to th® basic scope and aequenoe of content listed above.

Fran this list of tHXtibook content and the list of fifty MStav

afol® objectives listed m pages 30 through 37, numerous test

itwm ware foxiaulated. Each cbjectiv® received niroesrous test

itww in the original evaluative instrument. Test item mm

drawn so as to elicit as much thinking as possible, with factual

itww requiring iMsaoxy skills being kept at & ndniffiun, The itew

were compiled in the multiple-echoic® technique with each item

having four altewi&te answers. The inultipl©~diGice farm has

been shewn by research to be the most useful in the evaluation

of social studies achievement (9, p. 123H), Many of the incomset

alternate answers mm supplied by children in the classroom.

One of the most serious deficiencies of multipla-choice itwas

im the faulty construction that pewits tawtees t© choose the

car-met araswr because of verbal association, granraatical con-

sistency, or we of irrele"want clues, Um present research was

H9

an effort to avoid nvdn errors, Many item have answers s© nearly

alike Uwt the studsnt mst think and draw cxmclusions in order to

MXtot the correct response.

Expert Evaluation

A jury or panel of twenty -teachers and college professors

was selected far critical evaluation of all original test items

which were arranged under the objective to whid* each item was

isost related. Each teacher had at least five years of teaching

experience at the given grade level. This group ma asked to

be judges of the test itsaa® and was asked to perfom the following

task*

Ih® attached 319 jmltiple tsoiee teat questions am each paraeeded by the objective being tested# Please feel free to ccawwst, c^ticia®, add to, or tak® from every item# This will be of great service. Please circle the answer which in your opinion is moat <xwr@ct. If two answers are equally correct* please circle both. If it will save you tune, the following eocte way be used in the counent area, However, this ii for your help* and it is iwaaterial whether you use it cr not.

T, P* meats too difficult few priwry children, N« G, Mans statement is not clear* C, A* means alternate answers are ecmftising, S, M, mans the statement doe® not aeowe thai

stated objective. The correct m e n have been imdersooraJ in the follow* ing a m i 1he A, B, C, or D has a line wrier it if it was considered""*rightT Any other tpisote that you wfaftt my be used, If you think ©f a better answer cr question, please write it down.

If few fifths of -tihe jtsy rasnters responded in any cm

of the ways above, that item was eliminated or rewritten,

so

depending men the nature of the ccawnent, It was the considered

opinion of jmm than half of the panel members that the area of

elenentory science ccsucerning aniraals w§s neglected; therefore,

ei$rt new Items covering this mm were suggested by the panel

and inducted in the study. Sixty-©even of tit© original itmm

vmm eliminated due to ejeoessiv® difficulty, duplication, cam-

fusing meanings » cr failure to measure the objectives. Ihe test

itew were now ready for a prelin&nary tryout*

Prelijninar5? layout

The 290 remaining test it«t® were administered to 178

children from the first three grades during the first two

weeks of school during the fall of 1962, Ml children from

two classes of each of the px&smty abrades in one school par-

ticipated in the preliminary tryouts* Hie following coKslusions

resulted from this procedures

First, it wo® foowt that when a fir«t*-greide child did not

know the correct answer, he marked the first answer in the list

regardless of the meaning. When asked why the first answer

was laarked lis p^ferenee to other answers, one child rwpcMiled

that the first mm usually mom important in anything. Several

other children were in agreaamt with this statement. For this

reason, the easier question® m m revised so that the correct

answer did not appear first.

SI

Second* it was learned that many sooalled distracts*® were

wot distraetans at all. Revision was made so that every answer

would receive some response. Children supplied many of the wcrd

changes for incorrect answers.

Third-grade children tended to select the most difficult

wordings when they did not actually know the answer. When

asked why, several responded that the reason they did not know

the correct answer must be because they did not know the meaning

of the hardest wcrd in the answer. For this reason, several mere

difficult words, an geerastry, geology, and biology#

as incorrect alternates so that they would receive a proportion

of responses after revision.

Another factor *Meh had not been anticipated was that first-

and seroraJ-grade children who have not bean trained at school to

read maps can effectively perform m simple map-reading skills.

For this reason, 1ft# map questions were placed nearer the middle

of the next test, instead of being the last and considered wmt

difficult items.

Item analysis was made of the answers of the tryout group

by item counts for each item at each grade level. Ihis revealed

the degrees of difficulty of each item by grade level so that the

first pilot test would be in graduated levels of difficulty.

.Analysis wa# made of the spam or degree of difficulty between

52

grade levels, puxely by observation of the total nusfcers ©f cor-

rect responses, Mo intelligence qiiotient® mm used, From this

tabulation came the final selection of retailed itwaa for the

pilot study. Ml itsew that m m passed or failed 'by chance <25

per cent) by the first-, second-, and tMrd~gmde were

eliminated dye to the tryout, with the exception of a limited

number of specially selected difficult items, A f«r such items

were retained in order to diseriniinate at the fourth-gprade level

cm the next testing,

SunMOty

In this chapter canicular validity ms assessed by analysis

and correlation of the major objective® of social studies educa-

tion for the primary grades as found in research literature,

courses of study, texthodk content, judgpwnt of pei>

scraiel, and an experiiwmtal tryout, Major objectives wet® defined

in few broad categories, within the frainewerk of which those

measurable social studio objectives %mm assigned. Trm a

combination of all the above«Hmenticmd resources cam a final

list of 132 test items that appear to be cuorricularly valid for

the purpose of Measuring social studies aehievenaent in the primary

grades. Statistical validity and reliability remained to be

ascertained*

OWPTO BIBLIOGRAPHY

1. Bd*i»tia>sal Folieies ComdUMlcfi* F«ff><pi§ of EdTJoation ill Aw«#a«» ItoSBS'lBSodSBSr^ 1938.

2. flarailtOR, Dorothy W,, "Social Studies Mttexdals from Stat® Departoaents of Mvmttm,** Sosial XXXH <FWb®W # 1959), 63*§9, •———

3. Ilramgr# W3mm B*» editor, Social Statles® in H» Eleaamtary School, Bgrt H* ^ SHeSy for tfcet Study of Education, Chimgo, IMwsreity of Chicago- Pr«sst 1987.

**. Hodgson, Frwite Wlltm, "Organization and Ccntjsnt of the Social Studies 0*?ri*ail««»* t#p&li$hcd Doctor of Education dissertation, School of EtSwaticart, University of Soutfiem California, 1953.

5. KeaCTWi HcdUm C.» editor, Mwwstrof Sctiool C^ioctiv^s, Hw Y«ic# Russell Sag® I ^ S ® 8 S t 7 'SfSiT"

8* McLendori, Jcrottiaft C., wCwrricul\iR Material®Secdal " I# XXV (October, 1981), 1» 293-29S, ~

8. Kicteelis, John U., editor, Social Studies in Elms jdhocfou 1962, WmrnT tee th» SoebtiL 9tudU»» Wa®Miigteii1, D» C*# Notional E<forsatic*i Associatico, 1962*

9» Monro®, tfeltap Seott, editor, a^ lopssdia of Odbastfantl Research, New Itacfc, Uw l^mESSTm^Shi^

10. ftwrfji, Findlay C.» wC«niculwR Mfrtarialst Elmsritaxy trades,w SedLal Edtaoatloru 50CVI (March, 1962), 3, 1H7»

S3

CHftFffiR IV

STATISTICAL KEUABILITY MD VALIDITY OF THE

IEST EEVELOPED FOE USE PHOT STUDY

In order to determine the validity and Pliability of

the instrument developed in Us® pilot study, several investigative

procedures were followed. These procedures were <1) collection

of data, (2) datexwining validity, and (3) determining reliability.

Procedures Used in the Collection of Data

The social studies evaluative instrument developed for

the pilot study m & administered to two classes of children

fro® each of the first four grades in a representative school

in a mtropolitan area. A total of 212 students were involved

in this pilot study during the fall semester of 1962,

Uwi mm students were given the Califcmia Teat of Mwrtad,

The purpose of this test mm twofold, Not only were

these scows used in the determination of both validity and

reliability of the social studies instrument developed for the

pilot study, but they served as media for ecrfing students

into given categories based upon the individual intelligence

quotient.

55

After the intelligence tost® w w scored, teachers of the

students mm aelced to express an opinion as to the accuracy of

tiie mental ability test scores. Of the 212 students tested

1TA« M M fifty-five questionable cases, wherein t3te individual

classroom teacher believed the intelligence quotient to be

either too high or too low. All questionable oases were then

a<Mnistered individually the Teraran ferrill StgRfbi -ifaieta

Form Lt Intelligence Test, Of the fifty-five individual tests

thus administered only seven deviated jnare than five points. Since

tkmxm 2* that rauch difference in -Hie fluctuation of the scores

between the two tests involved, forty-eight scores mm un-

altered* However, the seven oases wherein the scores varied

extremely were noted, and the higher intelligence quotient was

recorded*

Intelligence quotients rowing from 96 to 10«*, inclusive,

mm selected at each grade level m feeing most representative

of the grot$>» Iha perforaanoe of this middle group «as used

in determining items to be retained fcr the final study, This

precautionary step was taken to assist in the selection of the

most representative test itens which could be adequately answered

by half of the average students within each grade level.

The 132 test items developed for the social studies

evaluative instrument used in the pilot study were administered

to the two groups of first-, second-, third-, and fourth-grade

students, Ihe responses of the group having intelligence scores

58

miging from 96 to 104, inclusive!, ware sorted ©at and tabulated

by fpsmde level® as to the number of correct responses for each

item# Using this infoOTticn, tMrty-three items were eliminated

fSrcBt the 132 total because ttwy exceeded the 50 per cent level

of difficulty, Ihere mm a reiwinder of ninety^ine tost it®®

to receive further analysis.

Students at each grade level in terms of rasntal ability

were arranged in descending order from high to Iw. Each grade

was then divided into two groups for each grade level. Division

was made at "fee madiari intelligence quotient so tfoat further

eqaafenisam could be made between hijti and lew groups an all

succeeding tests given*

The scores raade cm the social studies instrument developed

for ttte pilot study were recorded beside each individual student's

name, with the location predetermined by the descending order

of intelligence quotients# A H succeeding tests throughout this

study were recorded in this maimer.

Social studies scores wade m the instrument developed

for the pilot study were then tabulated by the nuratoer of correct

answers to each test item. M s was done for each of the few

g»de levels# Uwm the tallies- of <s6»»et japans#® m m «»•»

verted into percentages of ©oweefc answers for mch item for

both the top 50 per cent of students in term® of mental ability

and the bottom 50 per oent m the smm basis* Ihis was done

57

at each grade level, A tetrachoric cancelation mm dhtemimd

in order to pit a rough apprmisatim of the dsgree of correlation

of the secret made by students In the top 50 per cent and the

bottom 50 per cent, in tarn® of srasfeal ability, at ®ugt* grade

level* These correlations were also used in item di©criMnatian

frctn grades to grade*

Frcm 13iis survey an additional thirty«*iine it®!® w m

eliainatsed because they failed to discriminate adequately be-

tween the top and bottom groups at any grade level. A tertroclKric

ccrrelaticn of was used as the disorisimtiaR index.

A study was made at this paint to determine if a sufficient

nustoer of items v&mimd to assure ccraplete coverage of all

objectives# The sixty test item thus selected for inclusion

in the final stu r were placed wider the related objectives*

"Ms prooectare appear® in Appendix C, wherein eadi objective

is followed by the nisribers of the related test items. In

Appendix D is an amsngeinent of test ite» followed by related

objective mubtm*

Retained items for the final instrwnent were sorted ac-

cording to levels of difficulty* The fifteen it®®® for each

grade level that were retained had the highest tetrachoric

correlation. U*ia was tow in order for thine to be a wmibm?

of test items at each grade level that were within an appro-

priate range of difficulty. Hence, the first fifteen item

58

in the final test mm at the first-grade level of ability* The

test m & then subjected to further detailed statistical analysis

relating to validity and reliability*

Detearmning Reliability of the Instrument Developed for the Pilot Study

Tli® social studies ii»tm»nt developed far the pilot study

was read aloud to the clam by the classroom teacher; therefore,

reading difficulties mm eliminated* Its®® mm repeated as

often as seeded necessary, and no tin limits %mm impeded*

Since the scoring of test items mm objective, being In multiple-

choice form, concern with scorer reliability was no problem, In

such a case, reliability could be appropriately investiptted by

conflating am half of the test with the other half artd es-

timating the reliability of the total test by application of

the Spearman~Bm«i jwxsptm^ fcwnala, That estiisated reliability

of the total test using the Speamsan-Bmm formula was computed

as being .XL* Hie reliability of half the test mm *S9« This

does not ijnply that a longer test is always stars reliable than

a short test, but wing reasonable time limit® to ads&nister a

test, so that bcredaB and fatigue have little effect, the addition

of canpsrabl® ifmm to a test may be expected to increase re-

liability, The xsm of split halves in the above captations

was odd numbers versus man numbers.

59

Detatiainlfig Validity ©f me Sastowrit Developed fiw the Pilot StiKfy

Sewml pTOosdures wwe taken to dertendM "Bus v&Ud&ty of

the pilot tes t , Ihese included application of saveml additional

t©sts to determine relative validity of U» sodLftl studies irv-

stnmsnt being deve lop for 1Ms stucfy. ttw tests administered

were the California Mttwmmmt Tmts to tiie f i r s t four facades

and the Iowa Test of Basic Skills, Metion M# to grades ttsrew and

f e w . In Iowa tes t section VI is most closely related to

social studies# Ptarscn jgoduetHmasnt correlations were ©am-

puted between ihmm two tests and thai social studies instrument

developed fear the pilot atwdy# All correlations mm made by

grade l©i»l»*

the results of fh» cKnqsoxisoMi of scores wswS® oti the

social studies test developed for the pilot sttK|r with those

itada on the Galiforoia AcMevam&nt Tfeat are praMfitftd in Tablet V*

From Table V can be ofoservsd a progressive increase in means

and standard deviations by grader levels on th* gonial studies

inatrusent developed fcr the pilot study. As children advance

in grade levels a difference in achievement appears. Comparison

of acMeveaent scores made by children on ttie social studies

instrument developed for tJ» pilot sttxJy and the California

AcMevawsait Darts give high and significant correlations a t a l l

four grade levels*

60

muz v

MEANS, SXiMMRD IEVIATXQNS, AND CORRELATION CCEFFICIENTS FOR THE SOCIAL SOTDIES PI10T BiSEHUMEST VERSWS

the mummm mm/mm i e s t s

<3mde Social Studies

California Achievement

4IWP»_ r p*

'w 'SWNi Grade Placesfflent

Mm S# Mean S. D«

1 52.60 ii» n 2*»*6 •63 •76 ,001

2 68,20 15*70 3.26 •51 .73 *001

3 85,91 13*32 *.0? •75 •82 ,001

H 101#08 13,67 H.7H *80 •S3 • 001

®S* 0* 9 standai d deviation* r * oa@fll«si«nt| p # level of significance; symbols will be repeated.

It* results ©f the eacparisoRS of scores aiad© m tfte social

studies instmrnnt developed for the pilot study with those made

m the Iowa Test of Stele Skills, section W# by third- and fourUw

gsrede students HI presented in Table VI,

At the third- and fourth-gmcte level® , comparisons between

the social studies instrument developed for 13am pilot staler and

section W of the lam test, as shown in Table ¥X» indicate that

ML

the pilot 0fu% wiassres achievement progressively from grade to

grade and is closely associated with those academic skills

measured by tJ*e Iowa test* This lias particular waning in tmem

of validity of the k m t c m m t developed for the pilot study be-

cause section W of the Iowa test is closely related to social

studies*

TABLE VI

MEANS, STANDARD IKVIATIOIS, AND OTREIATICN COEFFICIENTS F ® TBE SOCIAL SUMES Piwr WSIMIEST VERSUS

W TEST OF BASIC SKILLS, SECEKM W

Iowa Test -

€&®de Social Studies of

. • Basic SdjLlp

r ' ' P

. few Scores (- ade Plaeemstet

. Mean S. D. Mean „ 5* D.

3 8 M 1 13.32 3# 91 *78 •65 ,001

tf 101,08 13,67 *,59 *83 .83 •001.

Sine® achi«v*ament is also directly related to intelligence,

a comparison wts mad® between the iratrunient developed for ttws

pilot: stusfr .and the California Test of Mental Maturity* this

inforaation is givea in Table VII*

62

M L E VII

HEMES, S immm mD CCOTELATION C A M A I R O FOR M s o c m STODIES M M I S S W R VERSUS

THE TEST OF M E M M L H/FFLUDY

Grade Social Studies

California Test

of

Hatwrity r • V

Rm Scores .ti teO, PtetuKity '• -

•; mm 1 ''; s.t ~Wb ' r_mm "" s>*rp*..w

1 52*60 mn 106,32 11,75 #88 .,001

2 66,20 1S.70 181*86 12,40 •81 #001

3 88.91 13,30 10<l» 30 10.30 •78 •001

% 101*08 13.67 12*82 .75 .001

Bern T&ble VII It can fee determined that all <a»t<rlaticfis mm

high and significant. It is a well-Jawwn fact that duldran with

h2#i mmt&l ability usually rate Mgh grades ax> assort® in achieve-

ment* This %«as the case of" the |j»truraw*t developed far the pilot

study when (xmpaved witfc scores wade an -fee California .Tost of

Mental Maturity.

Correlations ware determined between -fee scores nsadte by

children at each grade level with those scores made by children

S3

at each of tfwa otfter grade level® on the social studies imtxmmt

developed for the pilot study. Shi® is reported in mi® VIII,

fM|« t/TTT W JbJh'Jfes'

•m PEARSON PRODUCT MOMENT (XSRKELATICMS BY GRADE USVEL TO THE SOCIAL 3TUD31S W U S f f

DESMO FOR THE PILOT STUDY

Qrade level

Srade 2

Qradto 3

©rade • Qrade level

r P , • r P . r P.

1 •61 *001 •71 .001 •Si •001

2 AS .001 •SO « 001

3 »3H .001

The Pearson produetHraanent formula for coefficients of ccav

relation was detenained for each grade level compared with every

other grade level. The purpose of this was to ccmpare perfcaraaanee

cm the social studio instrtwaant developed for the pilot study

between grade levels* Or® interpretation of the content of

Table VIII is that there is a oomoti elemmt of social studies

achievement at all grade levels since all correlations are

positive, but the children were jm€<ara£jpg sijpdficmtly differ-

ently at the various grade lewis* The simple t test mm applied to

64

determine the significance of the difference between the w»am of

©«h group compared with each other grade level* In terras of •

validity this is irapcarlan* became it shews that amMtanNMnt of

social studies achievement varies from grade to grade.

Use ability of the social studies instroasnt developed for

pilot stud/ to dittariflSmtft between fh* upper one half of

students, in terms of mental ability, and the lower cm half of

students datemnimd by mental ability within ©aeh pi# level was

OGaputed in ft*® following ombw??

A simple correlation was coaputed between the top and bofttaro students at each gmde level. the resulting coefficients

®f oorralatian mmt grade 1, .59* grade 2» #Hg| gtwte 3#

.36| and grade .16# Prom these four conflations it can b®

detewtned that m students progress up ifrough the grades the

difference in a<M«ve»nt between top and bottom groups beccrass

^,<sat®r« therefore* correlations should l e m lower* Suet*

«m the w e of Hm social studlMi imtmaent developed for the

pilot study, fttm the standpoint of validity this is iiroortant

because it is a welWoicain fact that m students progress ttroi^h

the ©leraentary grades sdiiav«mt becomes oar® Mwm&fled and

wider variations occur*

©5

Summary

In this chapter ccufarisons were made between scores made en

the social studio evaluative instrument developed for the pilot

study and the California Achievement Tests and the California iiiiiiiiwiii-ftn

1fo»f of Mental Maturity for the first four grades, and with the

Icwa Teat of Basic Skills, section W, for the third and fourth

grades*

Campmdmm m m also made between scares made m the

social studies instrument by children at each fptdat level and

those made by children at each of the other grade levels* Com-

parisons were made between the top 50 per cent of students in

Mental ability with the bottom half of students in sxsrttal ability

at each given grade level both by me of the Pearson product-*

moment correlation and use of the tetrachoric correlfltion on

each test item#

the findings of these comparisons m m that high and sig-

nificant relations exist between all test® used and the social

sttidies instrument developed for the pilot study. As a result

of these studies the social studies instrument was reduced to

sixty test items, given in Appendix D« khen relationships as

those reported above exist, some kind of reliability and validity

can be inferred*

CH&PTER V

RELIABILITY M B VALIDI1Y OF THE FINAL TEST

In order to detennine the validity and reliability of the

social studies evaluative instrument developed for the final

study* several additional investigative ppoarim** mr& adopted.

These included (1) procedures used in the final atucty, (2) re-

liability of th* final test, (3) (Stemming validity, and C%)

item analysis*

Proeedtres tfeed in the Final Study

Th® evaluative instrument consisting of sixty itam de-

veloped far « » final study was administered to four classes

froa each of •&© first four grades in four representative schools.

Each school mm selected from a total of twenty-two schools in

a different locale but within the sam raetropolitan area* Se-

lection was made by the elementary education consultant of the

«s#af with inference being given to tfi® «o*t representative

school, based upon average of th» entire scholastic

enrollment m m M m m s m t tests, A total of H72 children from

sixteen different classrooms in four different schools were in-

volved in th<s final study in the spring of 19S3. All students

60

6T

in tSM). f i rs t four ad»sinI®t@Pid the T«et of

IteUgj. HatMBPlty and th» C^llforgtia T«yft Sttafaffta in

®s«td®s three m l fbw* also feoeivttd tfti* 3Eqm Togt of Igalo t

but only metlm '4 of tho low test wms used bteMMt It im »o»t

iwlati*! to social Aftwr twte w t aHse*«df al l ottxieifts

muv iwstetd by irttelligpfio® qwtlont scss*®» awd oi l MtaKptifit?

*tent CTMrolts w t Sn this psv l ld . fSwit#

M i M U t y of -&m Hiwl T«st

Mtalysis «f scoms wsde by d d l d m m th« Moltl fttudlM

taetruMBit «temlcf«i for th* ftswsl etadiy I# p*wn1»si In lHbl* H*

« | M f f l f

hews* f^jtsw® maamciiSi m m m m wmms Of HBMRKENDir IW * WML S0CIE

Uwm ffi*'Al "tiT hlur i .ftffliftfr.Hifrifafc-i.iffi

StPWTO Deviation

irrff-iiir'Tiii-itfii n«E tftikArurt'itiiMi -frfin mlr

fflr

1 3S.00 S,«9 #8?

2 fi»sa Mfi .61

i 8«37 *S«

* %M0 f a s

Fra# 1&b|# IX mm b» interpreted a fRtpnwadi® a^iraiww*it

in social studies edti®v©sw<snt m AiMewi adduce from $m£» to

68

grade. The standard errors of weasurement for the four grades

indicate how closely each individual student's obtained score

apf>raxijflat®s his true scorn* In other words* the chanoes are

two to one that the student's score did not differ from the ob-

tained scores by m i thm the stancfet d error of jseasiresnsnt, or

nineteen to aw that the student's score did not vary more than

twice the standard error of measurement. Thus, the standard error

of aaeasurraaent is a coapanent of test reliability and is actually

more helpful thai the reliability coefficient when interpreting

individual scores.

Reliability waft also investigated by correlating am half of

the test with the other half and estimating the reliability of

the total test by application of the Spearraan-Brcwn prophecy

formula, the reliability of half of the test, using odds vers*®

evens, was .79. Beliability of a teat twice at long was estimated

as being .91. U » reliability is high and indicates that seme

assurance can be placed in the usefulness of the instrument in

application to similar populations and wider the sane conditions.

Detewnining Validity of the Final Iratruraent

Several procedures were taken to dttawnine the validity

of the final social studies instrument being developed IN 1MB

study. These procedtoes included oonparisoris of the final

instrument with othar lasts* These indusfed the California

Test of Mental Maturity* the California Aehieveaamt Tests, and

69

the Iowa fast of Basic Skills, section W# Hue first two afore-

mentioned tests were given to all four grades, bwt tJse I«a test

was administered to grades -toee and four, and oe% the section re-

lating to social studies was used in comparison with final social

studies test scorns.

The results of the comparisons ©f scores made by children on

the social studies test developed for the final study with those

saade by the aam children m t3ie California Achievement Test are

presented in Table X*

am: x MEANS, 5TAMMRB EEVIATIOMS, AND C0KKELAT1W COEFFICIENTS

FOR THE FIHAL S0CML STUDIES TEST VERSUS THE M M M M M M M X M TESTS

Spade J Social Studies ! f

CaKfomia

Acahievwi@Bft

Tests r >plf

j Raw Soraros • ' radte Placement

| Math S. D. • Mean S. D.

1 25.00 • S a 89 2 .HO .57 *76 #001

2 29,52 6,86 ! 3,26 •*9 .70 •001

3 37.0* 6*37 »».05 .75 .77 ,001

% **S»6G 7,16 H.7U ,S2 .73 .001

*S. D* a standard deviations r « coefficient; p « level of significance; spibols will be repeated.

70

From Table X can be observed a progressive inarms®, in means

ami standard deviations by grade levels on the f ina l social studies

t e s t and that as children progress in school by grades a d i f fe r -

ence in achievement occurs. This I s v i ta l t o a valid instrument*

since i t i s an established fact that children increase in a<Meve~

raent as they advance in school. Ctaropardson of the social s t u d i o

irotrwaesnt developed for the f ina l study and the California

Acfoieveggmt Testa give hi#* and significant correlations a t a l l

four grade lewis#

The results of the comparisons of scores made by children on

the social studies t e s t developed for the f inal study with those

made on the low Test, of Basic Skills » section W, by third- and

foMrtai-gmde students are presented in Table XI.

M l XI

MEANS* ST/MSARD DEVIATIONS, AMD CORMMTICM COEFFICIENTS M THE I M SOCIAL STUDIES TEST VERSUS THE

IMM UST or BASIC SKILLS, secncn W

Qpade Social Studies

i ... , _ ___ ,,

Iowa Test of

lassie Sd l l s*

Section W r - P

j law Scores • Grade Placement j 'Mean s* c# IJl's,L'i># -

3 37,01* 8*37 3.66 *70 «©S »0§1

k «*S»§0 7*16 4.66 ,76 *@3 ,001

71

From Table )S can b® Observed that the third* and fourth-

grads students* perfonnanoe m Hie social studies test developed

for the final study is hifjh when compared with the performance

of the «me stutets m the social studies related section of the

I own test* It is apparent that these oorwlatiaoa mm hi# and

significant* This is most meaningful in tern® of validity# The

final social studies test results can be interpreted to mam that

th« social studies instrument measures achievement progressively

from grade to grmde and is closely associated with those academic

skills seasured by the Ion® test#

It is recognized that a strong positive relationship exists

betwsen scholastic a<M«wswar»t and intelligence. An achievement

test tMdi failed to indicate saute positive ccrrelaticr* with in-

telligence tests would be ©f doubtful value* A ooafjarison mm

made between the iratruawnt developed for the final tfn% and

the California Test of Msntal Mataority* This information is

given .in Table xn.

Upon observing Table XII, it can be seen that all correla-

tions are high and significant at all grade levels* Children

with high raental ability achieve, more effectively In school,

and this «as the ease with the instnront developed for the

final study when ocrapared with scores made on the California

Test of Mental Maturity*

72

rmx m

MEANS, STANDARD DEVIATIONS, AU0 CORRELATION COEITICI04TS FOR tBB FIMAL SOCIAL STUDIES 'TEST VERSUS THE

CALIFORNIA TEST OF MENTAL HKMffl

@rad«

Social Studies

Raw Scares

Mean S. D.

California Test

of

Mental Maturity

I. Q.

Hean S. D.

1

2

3

»»

25.00

2f»S2

37.0*

*»5.60

§*§3

•6.68

6.37

7.16

105»37

103*21

10 .68

98.52

l*i,SS

IS.St

10.05

11.10

.8%

.7H

.73

.73

.001

.001

.001

.001

Cocrolaticns wmm also deterrdned between the scares, mde by

dhiMma at cadi grade level with those scores wads by children

at each of the other grade levels on the social studies imtrurasnt

developed for the final study* This i® presetted in Tabl« X m .

In Table XIII the coefficient of correlation was determined

for each grade level ecrawsrsd with every oth«r farad® level. Then

the results mom subjected to th» t tmt Is® determine the l®v»l

of siptificaiioe* All cartwlations are positive, indicating that

a ocwraon element of social studies achievsmsnt Them i® a

sigiificant difference in acMevejjaait at each grade level* in-

dicating that children are perfo«ning different at each grade level.

73

TABU: x m

CORRELATIONS B i i FINAL TEST SCORES MM3E AT EACH GRADE l£V£L COMPARED WITH EACH OF THE OTHER GRABE LEVELS

Grade Qrade d® {grade 2 3 »* Lev®!

r P T P r j P

1 *59 •001 »59 .001 ,6H •001

2 #$3 •001 •60 .001

3 *8H •001

An analysis of the degree of discrimination between Uie

wpjwsr am half of students in terras of raemtal abili ty said the

lower cm half of students in tenns of mental abi l i ty m deter-

mined by socres made on tha f inal social studies instrument de-

veloped in thi# stu<% was computed in the following a m * «

A s&raple carrelaticri was coraput®d between ttwi top and bottcm

groups of students a t each gnadfc level, using tJwgt Pearson product-

roswmt fowiJa* Th© results deriwd from thi# prooftdwe «sp«i

p«de l t ,35j grad® 2, *39$ gracfe 3# »3%f and retdte .W*

All oorrelaticris indicate there i s difference between the per~

fcc«anes» of top grasps of student® vrastB bottom groups* She

mas paroo©do?© was appllad to -a*® top 2$ par Gent vwnraB the

bottom 25 per cent of students a t eadh grade lfiv@lc These

7k

results wear® significant, with one exception* Srade on® in-

dicated that top student® and bottom students in perfoeraaance are

warn alike, The correlation coefficient for grade oris «a» .**2.

For grade two the coefficient was »l?t for grade three the co-

efficient mm *01?{ and for grade four the coefficient was #078.

With the exception of the first grade, these coefficients «e@j» to

indicate that as students progress in grade lewis, the differences

between top group© and bottom groups, in terras of mental ability

and perfonaanoe, widen significantly. Since all correlations are

low and positive, the indication i® that the top half of students

are perfoming differently on the social studies test*

Since an achievement test to be valid mat distinguish "be-

tween top and bottom groups of student® within grade levels, the

foregoing correlations indicate that the test is functioning in

a highly desirable manner. Low correlations an necessary in

carter for it to be ascertained that a wide difference exists in

social studies adhievewent of high group® versus low groups.

Item /Analysis

In order to determine the discr&ainaticn power of each of

the final sixty test items, both phi coefficients and chi

squares were computed for each test item at each grade level.

Item counts were made of the responses of the top 2? per cent

of students in terras of mental ability and the bottom 27 per cent

75

in mental ability within each grade level. Correct responses of

these fgroups m "&tm changed to parentages and then t» phi

coefficients by use of C, E, Jurgensan's (2# pp, 23-29) tables for

phi coefficients.

The phi coefficient ranges from zero to one in size, but seldom

readies either extra®©, A phi greater than *58 is questionable,

A phi of one would represent the greatest reMtic«ship between

the observed fluencies and independent variables, A phi of zero

would indicate them is no difference between the variables

(1, P. 31 ).

Statistical inference mm then applied by driving cM square

from phi in order to determine the level of significance of each

test item at each g ade level, Chi square is related to phi by

the famula i X2 # M02, Hwefcre^ to obtain chl square, phi

coefficients were sfwsred and then wultiplied by the total iwto

of cases for each grade level <1, p, 313} 2, p# 19)* Any chi square

tlftt it3 larger than 3#Stt indicates there is a significant differ-

ence between the two gcwp; being evaluated, Hue criteria for

tMs study ww this 5 pa? cent level of significance.

Phi coefficient is an Index of wtingeiiey* % utse of phi,

weak items may be elisdnated so that statistical balance my be

achieved. Phi coefficients are indications of the power of each

its® to discriminate between students who score hi# and students

who score lew in terras of total test scone, In order to test

76

the phi coefficient, a ©inple t test met b® applied because this

is not a Pearson jmrfuctHracraent £ based upon continuous measurement,

Therefor®, to test the significance of jMt the «M «par® test

must be applied. In the <M square twt the null hypothesis can

be conceived of In the following manner* Assumptions mst be

made that t3ie two samples arose toy random sailing fire® the ®mm

population* Then ttie arises as to how such d£stributi<ans

as the mm obtained could depart m much m they do from chance

distribution. The did square numbers mm total amounts of dis-

crepancies between hypothesis and dbservaticrw Fh£ coefficient®

oust be abows .19 and dii squares must be above 3»8H1 to lead to

the rejection of the hypothesis that 'ft® tm distributians cam

from the sa» population with positive assurance, Phi coefficdente,

dii squares, and levels of sign&ficance for each item at each grade

level on the 'final social studies test are reported in Appendix E*

Like the t ratio the level of si iificance can be interpreted a#

being so significantly large that sailing alone could, account

for the results only onoe in arse hundred or one® in a thousand

times, as the case w&y be,

Pro® a survey of the data presented in Appendist E it ma

determined how the levels of probability m dirta buted.

These results are tabulated in Table XIV.

From Table XIV it can be determined how effectively the test

items are perfowaing at various grade levels. At grade one*

77

TABUS XIV

OF SIXTY F1MAL TEST m m at m m wms cue, wo, three, mm

heml of Significance

,001

•01

»02

.05

*10

«1I%99

Number of Test Items Grade 1

11

S

2

§

2

31

KN*Sfc«E» of Test Xtww Grade 2

S

IS

2

7

5

26

ffttiiber of Test Iteae Grade 3

33

12

1

5

1

8

Number of Test Itmm Grade H

22

IS

5

7

7

twenty-seven items am significant beyond the 5 par cent level.

At grade two, tsamty-wine items are functioning adequately* At

grad® thr,ee» Hfty-one Items are significant beyond the 5 per

Cent l e w l* A t P*®3® four* forty-nine itaw mm within the level

rfsignificm. This does not mean that otter itew should be

discarded, Many itwas are effective at one given grade U m l

but to® eaW qr too difficult for another grade* Ffcom Table XIV

it can be observed that a sufficient nute of test itwm® ara

effective at eadi grade level.

78

Sunmaiy

In this chapter comparisons were rn.de between sewas made by

H72 students on the social studies test developed for this study

ami Hie California ttoyt of Maartel Maturity^ the California

i, and the Iowa T@®t of jtasi£ Skills,, lhe f i r s t

two tests were given to a l l students, but the Iowa test wen given

to gradss t ime and four* and only section W was. used,

Omgmrimm mm also made between scores made en the social

studies instrument dewelched for the final study by children

at each ©nada level with those made by children a t each of the

other grade levels. Farther comparisons were made between scores

aade on the social studies iimtruraant developed in this study by

the top 50 per cent of students in wantal ability and the bottom

50 per CBRt of students in mental ability at the same given grade

level. The east® mmparisam mm made between top 25 par cent and

bottom 25 per cent of students in each grade level.

Xtm analysis was made fey we of percentages of eefflreet

responses to eadh item by students in each grade level* Phi

coefficients mm computed for each test item at each grade level

to indicate the level of significance of each item* as well m

the discrimination poster of each item at each grade level.

A reliabili ty study was made which indicated that the cor-

relation is high and positive when compared by spl i t halves*

79

The findings in all cases mentioned were high arid significant,

which m a m that son kind of reliability and validity can be

inferred.

CHftFfER BIBLIOGRAPHY

1. Guilford, J* P. , Fundaaarital Statistics in Psfdiolcm and • a iiLi.ijjii. .Mjam t : i miCTfiliiiipiiii i f i r f r t i t -juiirrr t n r t t M i M f e m w » i w i W J m m w m *

£<3ucaticni Mew Yea*, HeQrwrtlill BmkCmpmf t Inc . ,

im: "•"•

2. Jur^ensen, C* E* t "Table for DetarfflinJjng Phi Coefficients,w

~ " "" i# XIV (March-Deeewber, 13H7), 17-29,

80

CHAPTER VI

SUMMARY, CONCLUSIONS, KEOM&IDATIONS, A®

EDUCATIONAL IMPUCATOTS

The priroary purpose of Uii® stud/ was to develop an instru-

«nt for th* evaluation of social studies achievement among

primary-grade chilta, To achieve this purpose involved several

st probtaan* The major foal® and objectives of elessentary educa-

tion viere deteamned from courses of study, textbook content,

studies of learned organizations, and o-ttier research* Basic

measurable objectives were defined and sorted into broad cate-

gories, Nuaaerous test itesa® were formulated to m m we achieve-

stent related to each specific objective in tens® of concepts,

understandings, generalizations, and skills. Analogous test

items were prepared so that several test items would have

caiman content neanings and would result in similar statistical

characteristics, Curricular validity was determined from the

above-flientioned sources.

Test items mm evaluated by twenty primary grade teachers.

After refinement "tihe items were tried out on a group of 178 primary

grade children. Additional refinement was neoessary. From an

original list of 3U9 test itmm tJte evaluative instrument was

81

82

reduced to 132 items developed for a pilot study, In the pilot

study 212 children fron the first four grade© were ad»irdstered .

the social studies instrument developed for the final study* the

California Test of Mental Maturity, and tiie California Achieveinent MiiU* MjroiifaiU»%fm»iiiii tWrtiiiji(> ai fc)(riliiar wwm'iWliiiWt1 w N p * 'riwijumwutwiikrn»< nf>iiwfiiv#ip -w m xingfiT»iii.r»ir «i|iiiiiii»iWN*(ji<iiin;i' iyw»i»i'»iiiwww.'iim'*>in'-

Tests* Hm third- and fourth»grade students also received the lew

Test of Basic Skills, Fran these tests came detailed statistical

analysis relating to test reliability and validity. The evaluative

iwtmwRt developed by these procedures was reduced to sixty items

to be administered to H72 children from four separate but repre-

sentative schools in the same manner m given above. All test

results frcm the social studies instrument developed for the final

study and the other three tests were stfcjected to appropriate

statistical treatment.

Summation of Findings

Ihe summary of the results obtained frcwi these test atMnis-

trations after statistical applications of appropriate foraiulas

were*

1, There is a hi# and significant relationship between

social studies achievement of primary grade children as weasurad

by the instrument developed for this study and the CaHfcarmia

Tegt gf Mental Maturity.

2. Ihere are low but positive correlations betMMn social

studies achievement of high mental ability groups and student®

of low mental ability at each grade level.

83

3« tei is a significant high and positive correlation be-

tween the social studies achievement of primary grade children as

measured by the instrument developed in this study and total

achievement of the same children on the California Mhi&mmnt Test,

There is a significant high arid positive correlation be-

tween the social studies achievement of third- and fourtJ>»grade

children as measured by the instrument developed in this study and

aehievenient of the same children on section W of the Iowa TǤt of

Basic Skills*

5* As measured by the instrument developed in the present

research, thane are wide differences in social studies achievement

of children in the first four grades when each grade is ecrapared

with every other grade level. There are also significant differ-

ences between the social studies achievement of upper half and

lower half of children in tern® of mental ability within each

grade level m measured by the instrument developed in this study*

6. There mm a high positive correlation between the split

halves of the instrument developed in this study.

7. Iheop® are item* en the social studies test that cover

all areas of major objectives of social studies achievement*

S ject-matter content is covered by the final sixty items.

8. Item analysis consisted of the computations of percent-

ages, phi coefficients, chi square, and levels of significance

for each separate test item at each grade level. The few items

that am beyond the selected S per cent of ocaifidstwe carrot be

rejected with any degree of confidence because <£ -&m necessary

degrees of difficulty wmdatory in any t®st that is scaled foe

varied range® of ability. A sufficient number of test items in

tanas of difficulty were provided at each grade level.

Conclusions

In the development of any instrument for the evaluation of

social studies the prim concern is validity and reliability.

Since the custonary procedures for assuring curxicular validity

have been follow, since appropriate statistical procedures re-

lated to validity have been followed, and since acceptable pro-

cedures for determining reliability have been accomplished, a

considerable amount of confidence can be placed in the validity

and reliability of this instpwnent,

Sincse the instrument has been used in regular classrooms

by classroom tsadm with results which indicate an achievement

jattsern ceraparable to thos« an well established adilwront tests,

mm of the usefulness of this instrument has been demonstrated.

the results of this study indicate that the raeasumaent of

social studies achievement within the prdjary grades is effective

and feasible..

The swults of this study indicate that a large metropolitan

city can derive sifjnificant infavmtlm regarding pupil p®r*

fonaance and achievement in social studies from the application

35

of a social studies evaluative instrument in- th& ps^asay grades.

< cwUi and development ©f primary-grade children should be as-

certained in a l l areas of the curriculum and nest especially in

Hie area of social studies,

feccwiendatians

On the basis of the findings of this stwd^, the following

raccrojendaticfis are presented for comideraticn in fur»«5r re-

search*

1. A careful and scientif ic ©tudy of the evaluation of

measurable social studies objectives within each priaary grade

should be mads, using iupwed instruments and tedmiques for

aiBaauring each specific objective,

2* A wcrd analysis and vocabulary scale should be made of

a l l social studies wosxJs understood by prf ja^-gmde children,

3. A ca»parison should be made between social studies

a<Mevwnent of prii«aiy-gpade children in sohorila that use

social studies as the core of the curr icula and -fts*® schools

that do not*

Social studies ta r t s should be devised to measure

those social studies concepts, understandings* generalisationsf

and ski l ls that outlet be aeastwed by ths typ* of Instrwint

developed in this study*

86

5. Studies about tiw variability of social studies informa-

tion in the priaaaey grades# should be used as a basis for 13m

development of future tests.

6. The nuraeroiB roisconceptiom of meanings of social studies

words suggest a need for i«s®ard* into the reasons for adsundar-

standings.

7. Iher® needs to be a study to detseimne age and grade norms

for each grade level on the social studies acMevenent test de-

veloped in th£» study#

3* In order to make this study more effective, there needs

to be developed a net of pan&Ltel £©»#

9, Additional studies should fe® Bade to determine the re-

lationships csf social studies adhieverasmt and the other areas of

the pAmxf grade cucrricwlua.

10. Techniques for tfce dert«nnining of instructional needs ©f

priaary grade cMldten in tfte social studies program should be

devised and should include provisions for continuous evaluation

of total social studies actoieverasnt.

Educational Implications

The results of the use of a social studies evaluative instru-

ment in the primary grades could be an effective tedhmiqua to study

the following*

a. individual pupil adUMvement in social studies*

b. group achievement in social studio.

87

e# Individual strength and weaknesses in social studies

aeMevessant#

d* strengths and weaknesses of social studies in the

total school program,

e* various teacMng aethocte wmd in s o d a ! studies*

APPENDIX A

Curriculum Glides

California Stats Bepartmerit of Education, Buassau of Elementary E t e a H o n , Butte County SctaxxLaty S\3mm>ti.cm® fey Soglal Studies in tha Elmmtsxy SkSMx * o m l j a * «SfoCT«la t '

C&Hfamm State Department of Sdueatlat, Report of Jbs State m fxM Spmm. 5 S K » ^ 7 & > H ? 5 S d a ,

State mparMmt oFmica t ioa* 1959#

City of Chicago* $ £ 3 1 ?<E SflBtfll S t a f f s *

S l v o d ^ 'feard o£Ed«cs.tlon, 195S«

City of New Yatkm Early Childhood Edtocation# A Teaeher's Hand-bfldt «gp M A d a s s a g B a a r a 1 . ' { f e t e u s a a i a i g m t m ; York Cily, Board of Setose** t t o n 1959*

Dallas Independent School District* Social Studies Prosgnaa# ContentT Scope* and Sequence, D a U S t S x a s , ' ba iSs ' Irv-

Denver Public Spoo l s . Social Studies Program, Ele ianWy GiatfesSt Denver, G o K S 3 o > n @ ^ B e W " ® S t i « ] n ^ ® *

Vm Moines Public Schools* Social S tud io Guide® fo r <3md©s Qm Hn?oay#i Six, Dm. Moimt, Iowa* BmM afll&omMm$ 1958,

Elgin Public Schools, A Scope and Smwmm Pattern fo r the Soei4L StttSi«8't Kindergart^/tiirc«A#t Qrafcr 9» Ciiriioulwti i a m » i , f w ^ a ; " g g i f ' m & u $ i b t B n M f a mwm* 19S0.

Part Vfortft Public Schools, Social Science S t ad i a* A Tentativs Course of Stucto fo r rr: ,':tlIU""';'"'''

u j . , ran; n a n » | % W f Board ©f E<3ucaticnt 1956*

S8

89

• Social Science Studies: A Tentative Course of op Qradg Twot C i r r i c u l w Biflletin Mtaiiber 3021 Port

(ll'1f(KKS'7,,ibart5 of Education, 1980»

Social Se&eno© Studies* A Tentative Course of mmrnmimmtmrn g o^kijmp i?i.uy4«P! n w i a s ^ w w

Twt CSiyS.0iil3iii 303 §' fSFc v

w l 5 E S 7 w & 5 3 t i r Education, 1950*

Srand .Rapids Fufolie Schools. Social Studies Guide f o r Kindergarten-Qwie $* Kalwaasso©* W F V t B ? ^

Houston Oowtr Sdiool D i s t r i c t , Kbfft. © » # , Guide, Bulletin Ho* 5BCE433, H e w t m T l j ^ S T l S S S r S & ^ ' ^ & T d of Edueaticri, 1853-5H.

. » Seceod Gmcfe Curricaliaa Guide, Bullet in No* of Education,

1951-52*

» Third Gmdte Curriculum <3uide, Bulletin Mo* " m r n ; t m x & i W ^ r w d of Education,

19SS-56,

Hutchinson Public Schools» Social Studies In- the Sofciaol, ItefccMiwm, KariMB *1 feSK1 W f§Sl

Lacrosse City D i s t r i c t Public School Systsera, Teaeter 's ©tilde f o r Social Studies, Kinder^arten-Qrade g & 3 g ^ f e f a n « l n , "Soaroof MumHOTITSss.

iarab, Elizabeth* A fiHlda. Iter Teaching Social Studies* Qm&m I I , n_ J» -.I agt^g*L.«*g -m? Prepared a t 1 & y f e u S f ©T1*® ''Soe^r'Stiaii®® 'Steswfi® ' Qa®si&tt©« of Sim Diego City Schools, San Diego, Cal i forn ia , Board of Education, 1SS7*

Liifc>|xs6§c Publi© Schools A Guide fop T®scfa3>.i3j5i '019 Social Studios, Timt srado. Ui>boeJr,T®7GffiF»3$o 33S3&—— E g p S S S s F o f Ins t ruc t ion , 1957*

•. * A S«y® f o r T«aehi«R tfja Social Studies*

t^pBraaSSc'w Ins t ruc t ion , 1957,

, A ©uAde fo r T^aeMiwj His Social StodUa* — ^ ' m ^ r v m o a e ^ ^ m M ^ W i c ' l l k l .

Department of Ins t ruc t ion , 19S7,

90

Newark Piiblic School®, Social Studies in Our Schools, A Guide to Ijiprovejnent of Imtmstlm In mQKlmmfttMy seihoel, MemWt Hew Jersey, ffcard of BcMcaticii, S8pt®Efeer, 19Pi»

Oakland, Califcamia, Social Studies .. Qm.* foo» CN»kli&iS§1 l®QlKSIa0 iSfe]

« Social Studies Curricailti® ©did® fer ©pastes threw# 3FcwSftj QsKlSlcl S^Sc81s f 19 5S«

| | Tb&t sgjff** ^isSf iM'f«

Ftort Arthur Public Schools, ld\ Port Arthur, Texas, PcrF""

, Living md Learning; in Second Grade, Port Arthur, Texas, Port Arthur sSurU of Education, 1959,

Liviisg and learning to Ihird Grade, Port Arthur, Arthur Board of Eclucificnj 1959#

South Carolina Stat® D®parta@rit of Education, (Suide for the Teaching of Sqa&al Stadias, Gradas 1-35f ,'ilSlii ' R E n , SlSli , 'Mp^aSC"©f ,J SiS-fion;, 1956,

Texas Edueatim Agency, Social Stiitiifs in fmm. Schools., A Tenta-tiy» Curticailm €&&&'§'' ' S ^ S ' t i j » ' t f e p j j f feias jl ^«r«ioe« rlKa2^@eVa^^»' ;"feis«tiai. AssodLation, 1957,

Tyler Public Schools, Tentative l ^ a r o ® Guide Sa Spia l -S t^ i i®, C e i l e d -by the ^ S T S ^ a S S r i S B I t w i ^ ^8i»yil'J™,'''','t" %ler Public Schools, 1956,

APPPfDJX B

Selected Textbocte-—<3r®de Cto®

Barnard, J, D., Celia Stendler, and Benjamin Spock, Hacaillan Sciwm*ld.i® Series I* New York*. the Macsdllan tSewTlSSS, MwHfinpiimwwmMwwftwwwffwiife * * w w * v "

Craig, 6. S. and B# C, Bryant, Science Wear Yens Science Today and Tmoxrm Series X, New ferfc, Ginh an*? "

Bowling, Hmm* I«t JSerinath f m m m t Man laey, and James S. Tippett, T$m Maw X Vfand»r Sfoy, fMladelphia, Jete C. Winston

TSSfel* — »

Espy, Rosalie and Clyde 1m% Martin, Pun witfo Dusty, Austin, 5h» Benson Coupn^, 1958« "nmm' *mmiM

6r®y, William S. and May Mil Aibuthnot, New Fun with Didk and , Jam-, Mew Y«*%# Scott-Fcresn®n and 0a®|way* ISST*

Grey, William S. and May Hill ArbutJmot, M«w Our Mm Friends, iter Yoric, Seott-Fomsfflan and CoapanyTBSC

Himnicwtt, C# W#, I Play, Syracuse, New Yorie, Hi« L. W, Singer CSSB F , 19577

Hwmicutt, C. W, and Jean I Live with Others, Syracuse, New York, 1h© U W. Singer Ccii>any7 1557, " "

l*a*y» Beifiic® and Edwin C» Reictwrt, Iteming Friends, Ito Y«de, L, B» Lippinoott, 1956,

Lfflavell Ullin W» and Mary Louise Ffciebele, Open Windows, New Yorfc, Aroerican Bock Cafspany, 19S8, 1 ""r:'

Ousley, GdiHe and David RussaH, Uttlfi itdte House, revised. Mew York, Sinn and C<np«y9 JSSTT"* '

0«sley, Odille and David Russell, On Chrty StarJet, revised. Nw Yoric, C&tm and Oo iraf , ill1?, 1 11 :

Ouslay, ©dill® and David Resell, Ifadssr the Apple Tree, Iter Yocfc, mm and Company, liS?* ^

91

m

Ralciitr** Ztkdn C. md QoroChy Bsraekm, Steftdf*» >Mirfc»* Dw Y««cg f » I f 1 < M & < ' * » W 1 I E » W . xjiuotJirnmnirriir.: :r•

Scfotftdar, nmtm mi win* Scftntidn*, Mrnm turn qwfe «$ AUm» Hp# York* H» C* ftawth Cmmmvt WW*

SMUIsn, »£lli«# D*« 0«p Tcfep* Na* York* AU*» «*t Swwt 19S7#

Sb#l«k»t Wi l l i* D«v Our Schoo&» s«# Yortc, AUyn -m& 9mm Ompmty9 IfST. *"""

Diurfear« itoltRr A«» ^ l e r l r i g Schwas Qppli Out# Hp# Yiwte* Allyn and Sa©5?if 1955»

Sto* Social 5tudj.es T«xtb<x*a» Sufeitoct to AdBptttan

Carey, Cliiabsth «sd Jdm Jarolimric, Living m School FH«txte« ' Sm# Ifarfc*. Ht# Ptecmillan tapf,I11,

ftemm* Dorothy and K» E* ttgy* g<r Hwwi «wa fry gesN»t« S»iw Yorfc /marier*) 8wk 0»pi«f ,

# 1962V

Hats*** ft»tl t* emd Qmmimm M&smm ftapt:, Afc flow?, tl®w York, A;; jfjif,r Ifjri nfiy 3 -Stf# *%

Ivlsn Hmvm, Pm& Mm mmI C&MMndwi* A«S«rt« Hopt» At %$co|» Haw Yort,

Soofrt f < m m OMgwny, 1962* "***

«• **• w i c . J , Uuby, twfc %t» te Yartt* AmeaAism Dock

Kicsr, Th«3aft# Stele Social Studfwi Dioouaeiin Pt®ttwts» Txamtm, i n i a r t u , '

S»X«et®d tei State &&$$a<t ^widi Two

BMnMitti J» UnRP»Ht 0»2i« StKKS«r, m& terJiaAi $ p r t , Haqwtllaft $®§mm»Mftii Smim J.# -Mm Yrarfc, 1*» Haoaillmt &mmmt

Orwfg* S» and E# Dani«l, S«g!««ce Jltrewid Yest* ifr»» Y«%# €$mt A, jd&g ^ sWSilliiiWwiWW ^wfpipp^

«od 0 e ^ « ¥ # Ifi#«

93

Bowling, Thomas I , , Kennetli Fremem, and Nan Lacy, Seeing my, Bd3aM#da# Ihe Jctei €» W$mtmi Cm^f7T^W7

Sates, Arthur I», Mixta® Slanton IMxsr, and Frank Seely Salisbury, fi©s* f«i«raa® awl te Plac«« Nav'Yaefc, Bw Macadllan (kmpmy*

gates. Arthur X»» Htrian Blottat Butocr, wS Rnwfc M y Salisbury, Today Mjs York, the M&caiXlan C«p3ny, 1957.

Gtooy* t&HU» Him Artouthnot, ijw Nkw Ycxfc, Sort* fwmmm and C«fs^T»»®»

Gray, KLttiw S. and May Hill 4Ww«tta0t# Mm Hfln ' '" i, Hwr York, Seott Fcrearaan mZ

Hunniaxtt. C. W», I ®xw friends, Syracuse, New York, Ihe L. W. •Singer Oppany, 1957,

Kottoeyer, William mI Kay Ware, mte Spel.lj.Rg (gojjft 2, St* Louis, Sfebster Publishing CofiW, 198&;

Le«y t tenloe, Edwin R«ieiwrtf and Wary X. Bwtly, i w Y«fc» L, B# Lippincott, 1953,

Leave 11, Ullin W* and Haiy Louise Priebele, Open Bom®.* *tew Y«k» tele C « f » y , 19S7,

Madden. R.. and T# Carlson, Susnsef# in Sel l ing 2, N«w York, the told Bode Company, BSST

McKm, Paul, N« U Httsiscu, AmkU ncCaam, arid Elisabeth Ocm» MeBg* Hew Yarfc, H<^htc»i^ifflin Company, 1957.

MoKm9 Paul, M* U HattTi»cn# Arssie MeCewen, and Elizabeth Lehr, Or He So, Nesw Yertc, Houghtm-«ifflin CeMpajgr, 1§S7*

Oualey* Odille -awl Bavid Russell, Atomm$ the QtHBMfo Yarfc, Slim anti Ca^swy, 1957,

Ousley, Odill® m4 David Russell, Mr Are GUm and Ccnpany, 1957,

Battm, David, «ad £» H. JdtaMtt* Spelling far Ward Mastery, Nter York* McevUl and Ocsppa r,

Ms«r Y©«;

9**

Rogers, .Don C*, hgt&m Qrt, and Macy Serra, Word Bocfc 2_t New York, Lyons and C^biiaJsan, ,19S§# «.•«• —

Schneider, Herman and Nina Schmider, Mamillesn StffqMHMUfe* Series 2^ Mnr Y«*, Bit MaeMllan '6Mpmy» ibffl* " l"'m

Sharp, Adda Mai and Elsie Young, Bainfccw in t3b@ Sky, Austin, Texas, Ihe Stecfc Qcstpwy, 1957. — — —

Sheldon, t & U t e D», Qutsanie B# Hills , Maiy Austin, and Robert Mghactawi, Fields and Twam* Netf Teasfe, AUyn and Sasoi* Cfewpror, IS#?*

Sheldon, William D., Queenia 8, Hil ls , Mary Austin, and Robert McCracken, 3bt» andCountzy, few York, Allpt aid Bacon Ccnpeny, 19577^

Thurtwr, W, A»»'$&ltiKung Sconce 2, Mm York, Allvn end Bacon. 195S# ' '• " v:;r

New Social. Studies Textbooks Subject to Adoption

RpfSer, Dorothy M, and Harry E* Hoy, Our Neighborhood, H«w Yea*. American Wo^k C&ipiny, lt$2* r Ir"1'" •,xu:iy

Hum* Paul R# arid touiviwe Anderson Hogrt* In the M«4.gtefsood, New York, Scott Foresraan and Company, llTsT"*"" t r " " '

Jarolisiek, J , and E, B, Carey, living |ji Places Mear and Far, Hew Yozfc,.Th* Maesrilllan CaB^any, l l fe^

Ki«r# Ihetaa, Jtese, Vfcin aid Farted, Basic See£f& Studies® 2, Mm York,. Row Petersen end Oonpttiyi ni"r""","i'u""M"1

Selected Tmtm State McspFbad T«8rtfeook8 . Grade Ihree

i t ea rdy J* Barrell, Celia StawOar, and Benjamin Spodc, Haardllaii 3, M@w Yovkg, The Macsnillan CJcwtpiwf ', ili&W*

®» S»,:Mar^u0rit3® W* Usrbadc, and Jaraes S, Tijpsttf j'WgyMNespe* is# Y©js§e# 6fea» and Cfe^parey,' 1S5S,

ss

Dcwling, Thorns, Kennslfc Freeman,and Nan law Ja»®#JSw Ngw b a i g ^ ' v f e , Hdludei^ia» 1!* J<**n C, ttnstaii. C < W ,

Gates, Arthur I , , Miriam Blanton Kuber, and Frank Seely Salisbury, Tims Today, New York, lha Maaiallan CcRfjany, 19$?,

Gotw. Arthur X«* Miriam Blantcn Htiber, and Frank Seely Salisbury, Good Times Tqaorrow, New Ycofc, th» Mai»l33ait Ckwpwy, IS57,

Gray, William S. and Kay Mi l Aibwthnot, May J t m M . ff*t. Raftdfe, ter York, Scott Tmmsmm and CoRpanyTlSW,

<3r*y, William S, and Hay Hill Arbuthnot, HCT», j t i y t e . flg Boada, New York, Soott Ferwrawa and cm$myt 1956,

B W T O f i i fm *C*. B ^ ^ » | ^ ^ l l i a g Power, & &w Yacfct Hcu^iton-

Kottineyer, William and Kay tore Louis, Wb«tar Publishing <

LhMIL uuin W. and Mary Louise Friebela, Open Roads, Hew . York, American Bock Confwiy, MST*

Madden.» R# and T. Carlson, Success in Spelling 3, Must York, The Wbrld Bode Ccrapany, I960, '

McXntlx*, Alta and WllfMslmina Mil* iferking Togetii^r, Chicago, Ffcllatt Polishing Caapar , ItPt*

MciKee, Paul* H« L* f t e t o j Amim Me£!a«i% yTTST?* revised, Ifew fedc, Hot^tai^lff l in $nd

Patton, David and Eleanor M* JeSinson, ST New York, Merrill Publishing Cmpaw*

Poole, Sidran, thews F» Barton and Clara Belle Baker, |R Ccumtry aid ;City,-lfefe? York, Bobbs-Merrnll Ces$an?» 19$%*

Mcfcard, J. A* and Clyde Inez Martin, Along 0m> Way,. Austin, B®s<m Publishing Ganpany, 19S8*

m

Rogers, Dan C,, Lorene Qrt, and Mary S®rra# My Word Book 3, New Yoxk, Lycns and € m t a , 1959, ' ""*"*** "*

Russell, David H»# Gretchen Wulfing, and Gdi13® Ousley, New Neijgfobore, New York, Sinn and tasapany, 1957,

Russell, David H„, Sretctien Wulfing, and Odille Ousley, fYdends Par and M<sar, K«n Yortc, Sirm and Coajjaawff 1957#

Schneider, Harron, and Nina Schneider, Science Far and Near, Mew York, D» C. Heath and Cci^anyI§I§,' ' *ww*"** l,"l'"°T""

Sheldon* William D«, Qtaaanlt B» Kills, Mary Austin, and Robert McCraokw, Msgjc Wtodows, New York, Allyn and Bacon, 1957.

Smith, J* Russell and F, £» Sorenson, Our N«i#jbora at Heme, Philadelphia, The Jchn C. l § ^ r

Ihomats, El«ancrf I# W» Slags, aid Fay Adas®, Your Hwn end M m , Msw York, Girar* and Ccraparey-, 195H,

3fcw±«r, tfcltw A*# Exploring Science 3» ifes* Yak* Allyn and Baoon, IS89# **

Whipple* Gertruste m i Preston Jamas, Our OtNtttag Earth* lew YcA. U » Maanillan Coapary, 195C ^

New Social Studies Textbooks Suibjact to Adoption

Outright, Clark, awl Newell, Living iti America Today and Yesterday, H w York, Th« Maadllan CSfSfoTlSW: t - v

Frasar, Bcrotfiy and H, £, Bof, Ota* OpMnltSr* New York. Aaeriean Bock Company, 1962. ' """""""

Ki«?» Thelaa, Reese Vfein and Partch, Basic Social Studies 3, Vmt York, Row Pate*® and Gaap!!^

APfB©JX C

Objectives of Prismy Education

TNs objectives of primary education aro followed by the number or misters of specifically related test items, lh«®e «#at items are to be found in the following Appendix,

I. African Heritage, Democratic Processes, and Civic Responsibility

1, "Eh# child should realise that privileges and fvm^om iin-volve respesusibilities. Related test itMws 3, 33, 3*«

2, The cMld Should understand demcnsratic procedure, includ-ing rules, laws, and regulations that exist so that lives may be safer and happier. Related test itea©? 3, 6, 20, 32, W*

3, The dhild ahould know about the Ceretitution of the United States®*, tint of dmMwtlc and fte traditicais that have united to make up the American wty of life# Related tait itemss 6, 32, %1, 57,

t»« The child should know that the cjanscaoB and expressed bias in America is for democracy and belief in a Supreme Being# Related test ittwi 32, 33, 3%, HI.

5, The child should be developing skill and competence in racofpiiticn and expression of values and should te the basic rules in concepts for fair play, ownership of pixpsrly, ttseft, trespassing, and the responsibility of the finder of lost articles. Related test items 3, 11, 20, 20.

6. The dhild should respect the rights, privileges, and individuality of others. Related test itemss 10, 17, 18, m*

7# The cMld should know something about the es&tiisw and life of the American Indian and the Eskimo, Related tent items 1, 13, 2?»

§7

98

8* The child should shew interest in colonial people and hew they lived and Use ways of living in early days in his country and other lands, and should be able to tall short stories about historical happening®. Related test ttemi IS, 21# 27, 41, 43, 4S#

9. Th© child stolid show awareness that &am and agencies are granted autSiority to help protect the welfare and safety of the community, state, and nation. Related test item: 20,

10* The child should uraierstand th® general process of elect-ing officers within his group and should knew tt» rules of team games in Whicft he partidLpatsg© and be able to. help in the formulation of rules for gteqp b®h®d«r gowsrr&ng the rights, properties, and pe»«Wilitiis of his gesajt Related test itwrass 11, 25, 33,

II, tan Relations* ^predatim of and Coopeonaticti with Other Peoples and Nations

11# "Hi® <Mld should be cooperating with others to improve life in his hone, school, and coaaunity, and show aware-ness of responsibility to the growp by his cooperation, attsentivenasss, courtesy, Related test itmmt 3, 10f 11, 17, 18, 25, 33.

12. The <Mld should be developing a sense of fair play, ability to distinguish between truth and dishemesty as an elementary level, and should shew respect for rules, regulations, arid authority# Related test it&mt 3, 17, 18# 20, 35,

13. The child should know Hist every race arai religion is entitled to aspect and that social tolerance requires the ability to accept difference in manners, and grooming, . Related test ites®? 10, 19,

1*U Ihe child should knew about the worn familiar occupations of snany persons in his <x*»Miity» Related test items t 2, 9, 37.

15, The cMld 3hould be able to organize or classify the occupational activities of various people under ma jor headings of woric. Belatad test itwswt 2, §, 37, **0#

99

16. Hie cMld should be able to tell how people in or* occupa-tion are dependent upon many others and shew awareness of the interdependence of all people. Related test items 9, 11, 25.

1?# The child should tmderstand the roles of tweiws, prin-cipals, school adults, mm&mm ©f the faadLly, jaMie eexntrats in the cxwnucdty, schools, and hew these affect his life and the lives of others* Related test items: 9, 37*

13# The child should know something about important people, things, and events In his cxscamuriity, city, state, country, and other eotmtries* Related test items i 28, 29, 40, i*5, 57,

III. 0«r Natural Emirommt

19. Hit child should understand the relationship between seasonal changes and the way people weak, live, dress, and eat. Relate test items 1, 13, lSf 27, IS#

20. the dh&M should begin to understand how people have become adapted to their environment by contrasting the various modes of living with present ways of living. Related test items x 1, 15.

21. The child should have some rudimentary knowledge of the basic processes of nature and how they influence m's UAn Belated test itenst 1, 13, 15, 22, 27, 30, 55.

22. the child should knew about ccnwaon pets, farm animals, local plants, flowers, and crop© and be a m of the dangers of strange oats, dogs, and animals at the mo* Related test itewt 8, 22, 36.

23. Ihe child should know that plants and animals provide food for man and should be able to relate how foods are kept safe and pure, Related test items 8, 30, 42, 53.

2*», Ihe child should know about the foods of many comm aniaals and the pr*odoetB that plants and animals jwewide asffln--a5 food, shelter, and clofthing. Related test items: «•, 8, 30, 36, *2, 53.

100

25# the child should fee familiar with many of the caramon animal and insect pests and poisonous plants. Belated test iterct 5.

26, The child should know the mm of trees for providing beauty* fruit, limber, food, and shade* Belated tmt itraws 22, «»2, $5#

27, The child should understand that plants and animals are interdependent and make adaptations to their environment. Related test item* 1, 22, 30, 36, S3*

28, The dhiM should be wing many single tools <xarr@etly, and should be able to show itie difference between doing work with single tools and witti large saadiines* Belated test itottt 12, 23, 59,

29, The child should be learning about simple raadiines and t$h« scientific backgrounds to trampartation and ocbk HRjnioation of such machines, Related test items t 12, 23, 2«tt 37# *5, 56, 59,

30, The duld should know the value in using fire, knives, and Mdiinery* Related tort itmmt 12, 56, S3*

31, The diild shculd beocrae increasingly curious, interested «d inquisitive about the sky, the earth, weather, con-servation, science colleeticra, protection tad care of birds and oth«r animals, picture® of bird®, plants, and aniirals frcm wide regions, and Hie natuml world around him, Mated tmt items* 7, 38, 19, %it «*5# 52, 53,

IV. Self Realization

32, The «Mld should have a growing geographical vocabulary and siraple knowledge of certain basic words, delated "test itarass 38, «t7, ^8, S0f 59*

33, The dhild should be aware of the world as a globe. Re-lated test itens; 35, «*6, H7t 48,

3H, The child shcwld be acquainted with single natural geographical features, as iBomtains, islands, lakes, Mv®rs, streams, oceans, and ponds, and more so if they are in hie immediate environment. Related test items »*6f %7, %8, SO,

101

$5# The child should be able to understand and relate siaple maps of hi# nei iborhood, city, and expanding cxwunity, arid have m m understanding of the stain division® and regions, Rftlatad test items i 14, ISf %6, *7, H8*

36, The dhild should have a beginning skill in locating places m maps and be able to aieasure accurately with rulers and simple instruments. Related test itemsi HSf *71 H8t

37, The child should have sane knowledge of the relationship of the eartSi to the sun, raocan, and stars. Related test items* 7, 1H, 35, 39# W*

38, Ihe child should be able to identify and solve single ptdblmm and should be able to make single neralizatians on the basis of observation and experimentation, Related test i t em: 2, 31, «»9, S£v 80,

iS# The child should have siwple skill in reporting his observations and conclusions about plants, animals,, and simple physical seienoB f&imowsna.# delated test itsnst % S, 7 , 31, 35, 39, 51, 52 , 60,

«M3# Ihe child should be able to give simple directions clearly and work cut some problems indapendently and should be able to differentiate between fact and fancy* Related test itenm M*, 5*t,

%1« The child should know brief stories abaft a few of the great man of science and something of tht new develop-ments in science and should show desire for information about construction* traropcrtaticri, commioation, astronomy, warfare, and industrial processes, Related test itwnsj 7, 23, 28, 29, *»3, 45, 59,

H2# The dfiild should be able to answer in simple texms such questions att What wtes rain fall? What happens to water when it fp®e®s»? What causes dew in- the saoming?

hapfs«w to water in m teapot *#»n i t evaporates? Related test items; 16, 31* 51, SO*

13# Ihe child should be able to make hypotheses in a simple Maner, Belated test items* 21, «*3, 49, S3*

The child should understand that numbers must apply to a quantity of something in order to have meaning, Related test i t m t H7, SH«

102

«*5. the dhild should ton able to apply tia aera to tit® days of the week, months 'of the ywar» a doeen eggs, pennies in a dime, nickel, quarter, or dollar, minutes in an !wr» indies in a foot, feet in a yard, and pint® in a quart, as these folate to his past experiences, Related test items 17, 5«f.

H&* The child should be acquiring the vocabulary to respond to simple questions about -the envirarswrnt, Related test Ita»» 1«*, 21, 30,38, 39.

»»7. Hie child should begin to understand scrae of M s own strengths and weaknesses and what he does well and what he does not do well, and awareness that people approve of efforts that are directed toward making Hie world a 'better place In Meh to live, Belated test itemss 10, 17, 18, 20, 28.

M8. The child stolid engage in activities that help Mai con-serve htmm and natural rtsourees and propsrty'and

. should know h m and why to praotioe safe behavior in crossing street® and hew to fire properly, Related test itsewf 11, 38«

H9 * The tfiiild should be showing a growing understanding of tidty children arid adults behave m they do and should understand that for successful group living there must be otxipemtive group planning, ©ra»iderotic®it and sharing of responsibilities. Related test itansi 17, 19,

50, the child should show awareness and concern with M&ntafe* ing his health and safety and the health and safety of the ccswasiity, as well as being aware of the value of good food, pro air, proper eseereise, ©lean hands, adequate sleep, clean teeth, and the value in simple preventive Medication the child should to@w how in-fections spread and that contents of raedicine bottles and things that lock edible raay be poisonous* Belated twt itaa»» 8, 11, II, S2*

AffSffiDf D

A Test for the Msas«rew®rit of Social Studies Adtievefflirst in the Primary irate

To the riAt of each test item appear the nusfoers of the related objectives. These objectives appear In Umi previous Appendix.

Name Qrede i ,, Teacher 1

' : x'' " Date • 1

Dear Bay® and Girls t Thia is a Social Studies Test# Your teaser will read

every statement out load# Each staterasnt is followed by four possible answers. You are to circle o&Ly the OME answer you think is best or ri#t.

Example* To k » a yard you should wmt A* a raise,

a hoe*

scissors

Examples A person who takes oar® of book® in a library is at A. secretary. B* librarian. C. custodian. B* teacher.

1# People who live in igloos mm called: A# Indians

Arsis®. c. Eskimo®. D» Oiinese

Related objectives: 7, 19# 20t 21, 27.

103

104

2# Th» work, of an electrician is to: K put in wires* B» pint mils. C« put in water pipes. D. hamaer nails.

Related objectives? 1%, IS, 38,

3* When walking home firora school, children should: A, be friendly to all people, B» pet stray animl®. C, stay-off people's yards.

" D. play in the street. Related objectives: 1, 2, St 11, l2#

One animal tfe«t has scale® m its bodv is tftet A# hesrse. B» ffcfc, C. sow. D, turtle.

Related objectivest 22, 23, 2U, 27, 3§*

PXmrts « n nest dw^wai® «hMi theyi A. hav® blcons. B. « i poisonous. C* came hayfever# B* haws Htcras# •

8. The Constitution of the Ihited States isi A, a Bill of Rights. B# an sn®n<tjiant« C» a fe®dte* D. th® Iw of our land.

Related objectives? 25, 39* 50*

Related objectives: 2, 3#

O r sstm is at A. moon. B* star. C. satellite# D, planet.

Related objectives: 31, 37, 39, *>1*

105

8. Milk wm are usually kept a t at A* poultry farm* B. cattle farm. C. truck ftasu D« dairy farm* Related objectives*

22, 23, 21»

9, The most liqpartsnt work of a Fattier In Uie ham i s toi A. make money. B. amr "toe yard* C. help the family, D. f i * brdcen thin&u

Related objectives! l**g IS, i e t 17,

10. Every race i® entitled to respect because! A. they a l l live in the same country. B» they a l l go to church. C. they- a i l go to school* D. they a l l have equal r i$ i t s ,

Related objectivest 6, 11, 11, H7.

11# Safety in the consunity depends upcnt A# the Police Department. B» <Mldren playing safely. C. parents being careful. B. everyone thinking and aettag wisely.

Belated objectives! 5, U , 16, ¥8, 50*

12# The raoBt valuable use of big raachines is fort A. <xratruetion work. R, wddng cars. C. digging dlttfittu D# saving time and woRjey•

Belated objectives? 2®, 29, 30.

13. Buffalo skin® were most useful to the Awrioan Indian fort A. protection from the weather. B* aakiiig clothes. C. Baking tents. D. lining ®an»@s$«

Related objectives! ? , 8, 19, 21.

108

m. Our earft wowm around "thai A, mom. B* stare. C« list. D« planets.

Related objectives? a&» m9 m*

IS* On a hot summer day, people should wears A. woollen clothss* B» mirs eosts* C, mal clothes* D. wax® cloths®.

Related €^§#otlv»t 19, 20, 21*

16* Bocras tihou&d 'be ventilated because* A* u* need the sunshine* B. we may catch hay fever# C, we don't want asthma* B* w» mod puna ffcesto ail?*

Related cfcjectlves: *2, SO,

17* During elasssrocra discussions, each child should: A* txy to talk the roost. B* let the teacher do all the talking* C. not talk at all* D» take t m in talking.

Related ob1«otivess «»10 » 11, 12# 47, t»9.

16, All pecple in the mi^ibcrhood should! A* go to ( M i » B* go to sdhool* C. hel$» cm ffifdwr* D. keep their ywrtfe clean.

Related objectives s a," n , i2f *47.

It* Children should walk to school *ith m friends A* whose father is tddv B» who goes to the same church* C* who* they like, I>„ «$to is <MH5K*t%

'Related objeetivss* 131 m*

107

20, People should obey law because? A. pQllamtm ©ay to do so# B. law® ar® to protect peopla. C. laws help policemen. D. pec^le don't w«t to fee fitwd*

Related objectives* 5, 6, 9t 12, H7.

21. H«*»r people tradad {goods with each crth«r because! A* th«y liv*d far apart# E» tfcere was vasty little money* C. there were fm roads• D. tftere ware no stare®.

Related objectives* ^3, 6$

22* Hard rode aaaple trees are moat used fori A# making perfume* B, msftdhng medicine. C» making syrup and sugar# D* making decorations.

Related cfcjecrtivest 21, 22, 26, 27.

23. A froigit train that carries livestock is called* A. a cattle car* B. a flat oar, C. a hopper. D. a truck.

Related objectives t 28f 29. '

2H. Ibamportatiari is the way peoples A* travel* 6* walk. C. work and play. D. get along together*

Related objectives? 291 « .

25, Plans for a claesrocm project should be made fcyt A. Its# principal. B. the teacher . C. the leader. D. children and teacher together.

Related objectives? 10, 11, 16.

108

26* When a eftild stutters, people shouldf a* ipore it. 1* laugh at Mm* C. tell M s aothixv &• run ®say firom Mm*

Related objectives: S, M7.

27, Hie Eskimo uses ice instead ©f wood or rocks to build an igloo became i

A, to® will act melt in the cold Arctic* B, ioe will keep out the »<ert& Mind# C, lie has no better iaarterialB» D, ice will keep out the snow and rain.

Reiatasd objectives? 7# 8, l»f 20#

28, Heating water to kill p w ma discovered fcyt A. Benjamin Ffc®*klin» S# Francis Scott Key, C. Louis Bsettwr# D* Jbharmaa Salk«

Related objectives* 18# W*

29, A vacdsjia to help prevent polio «n* clisoowed feyt A. Jdhanna® Salk* B# Jdm Slenn, C» Alexander Bell. D. Louis Pasteur,

Related objective®* 18f HI.

30. Plants and animals are necessary fori A* food. B« shade, C, vegetables. D. leather.

Belated objectives! 21, 23, 2«t, 27f *6t

31* ten a teaspoon of salt is stirred in a glass of water, the salt Willi

A. float can the water* B. go to the bottom, C. dissolve, D* turn grey*

Related objectives* at, 39, *2*

109

32» Government of the people, by the peopa®, and for the people I s called?

A# CoRKftmiam # B, I^erialis»w C« Mcfcatwrship# D, Democa^cy,

Belated <&jectiv®si *lm 3«

33* Jtembers of a coBK&ttee work best when Himyt A, shars bodes* B. do not talk# C* cooperate* D« talk loudly.

Related objectivest l f 4# » t 11*

3%* People have freederat v*i«n theys A, listen to others* B» play outdoor*. C* accept r®spcr®iMlity. D, *rar3c hard,

Kelated objectivesJ 1, *» S.

35, Proof that the earth i s rotating or i t s axis oan be shown by the fact that*

A, there are a i r and soi l on earth, B* there are trees and grass on earth* C. there ara days and nights. D, there are mm&i and heat.

Related objectives: XI, IS, 33, 35, 37, «9,

36, On® crop that grows on vines is* A* oats* B. bas»ri«+ C. wheat* D, ootton.

Mlat»d objectives! 2a* 2»», 27,

37, CM ocswaercdal airlines,the person who takes ears of fsass«mg«rs i« called the!

A# stewardess# B» eondttetor, C, pilot* D, waitress*

Felated objectives? 11# IS, 17, 29*

H O

38. Ccswervatioo means toi A« save,

Ck mm* D, serve.

39» A study of the star® is mlledt Am geometry. B, biology, C, astvcnonip, D, geology.

Related objectives* 31, 32, m * '

Related objectives* 31, 3§» 37, >*$»

HO, The head of the state government is called the* A. president. B. naaycr* C, gwefmr* D, attormy~general.

BftXated objectives t 2, 3, 18,

HI* The United Stat*® w started and founded byt A, Republieaare, B, Indiana. C» neople of religious faith# D, Daaisemts,.

Related objectives* 3, *», 8»

H2, People should eat fresh fruits to help prevent: A. asthma, B, hay fever, C| oold^i D, 1 allergies.

Related objectivesj 23, t% 26,

H3. The Pony Express lasted only a short time because* A. Indians killed all the riders, B, the telepmpfo was faster, C. there was not enough water, D, ttse wilderness® was so rough*

Related objectives* 8, 31, HI, <13,

Ill

Iha sun rises or comes up in th»t km Nort3i» B» Soirtto, C# East# D. UMt*

«*5« The inventor of the first telegraph was: A* Samuel Morse* B« Benjamin f artklin* C, Mmmmtar Boll* D« teatwt Lincoln.

Relat®d objectives? 371 38| WJ#

Belated objectives* 8# 181 29g 31, m.

Um the sup belw to answer the next four questions!

U&EMDt 1

W-

r £ w A / \ A A mountains

railroad

Z25I

scale of alia*

o city

^ capital

USD

112

m»

«*7,

w*

m*

so*

si#

Th* city at the mouth of the river ist A* Rio, B, Bu c« C» BmlL# D» Mart#

Elated objectives: 32, 22, 94, 35, 36,

To trawl from Low to Beal by airplane would be about: A. 20 slloe*

C. D.

200 miles* 65 ®il«8# S00 ndles.

Felated objectives: 32, 33, 1% 35, 36,

The awwtaina are t© thet A* South-west, B« South-east, C* NorHh west, D, Morth-east,

Coffee would probably grew best tmm>i A* Bank* B« Beal* C. Star* D« Worth.

Belated cfcjectivess 32, 33, m § 35 , 36#

Belated objectives: 38, H3»

A small piece of land completely surrounded by water is called:

A. a lake. B. m island. C» a panin&ula* D, an ist)skiB«

Rain falls because: A# the wind blows, B* water gets cold. C* air get® hot* !>• teaprotar© in clouds ehangs*

Belated objectives: 321

Related objective®? 39, %2#

113

52* Braet forms beeawe? A, miser evaporates*

moistvBne condenses* €«' the temperature Is below normal. D, oold air freezes moisture.

53» Miali help conserve forests bys A, eating mits, B, scattering seeds# C, building nests#

raaoving soil.

5H, In a year t3*sp® arei A* Si weeks# B, 12 jnorrtiis, ' C, 356 days, D« 1 W hows.

Mated objectives* 31» 39, 50*

Rslated objectives i W * 31, 27, H3.

Related objective©* US.

55, Acorns oorae from A*, pieni trees• B# oak tree®, C, elm D, maple trees.

Related objectives i 21| 2S«

56, A freight train that carries coal i® called at A* stock ear, R, a flat ear, C* a frappdr# D, a tm#e«

Felatsd objectives t tS# 30, 31*

57, Indepertctoee Day far the IMted Sta-fcte 1st A, Chris-teas* B* July U, C* Qemimp 12, D, November 11,

Belated ctojeetivess 3, 18,

m

Si* Vmd&m aamm fvams A* cam* B» deer* C, goats# D« h m s *

Related objectives* n<

59. Ihe mmt useful tool- to the vfewt grower i® th*t A* ttoesher* B# omfcim* C» rate# D. hot.

Related objectives! 28, tft 30, 32, %1,

SO* yater gels fh» outside of a glass of water by* A* seeping ttoough the gla®©* -B* <sv<spcmttm» C» condensation of moisture in the air# D* delation in Hie glass.

Related objectives i 38ff 391 W #

APFBDIBC 1

mi cgeeticiekts, cm squama, and levels of s imme/t icE FDR THE FINAL SOCIAL STUDIES TEST

Its® Qradte mi Chi l«V8l Of MlKta? Level Coefficient Square SipiifioaiKo®

1 1 • 32 11.0? •001 2 •36 1H.0H .001 3 .25 7.56 •001

•23 §*56 •02

2 1 ,3© i**.w •001 2 #32 11,06 • 001 3 #31 11.52 •001 H ,20 *1*96 .05

3 1 *30 9,72 .01 2 ,2? 8f 76 •01 3 •31 11.52 ,001

.W 26,2* •001

** i •29 9,08 •01 2 .3** 1S#M •001 3 •38 16. SO •001 * •30 11,16 .001

5 1 •HI 18,15 .001 2 .29 §»S0 .01 3 •26 8,18 •01

*27 9*0*1 *01

$ 1 .51 20*09 .001 2 .07 .59 •50 3 •2H Sir 98 •01 it •08 .79 *w

7 1 •*»3 19.96 .001 2 •21 •83 .05 3 ,3% 15 .W • 001 »» •19 >•*47 •OS

I B

116

Item ®t»a® mi Chi level of b«mi Coefficient Squat* Significance

8 l *26 7,30 >01 2 •21 5*28 .05 3 15.60 .001 4 *23 6.55 .02

9 1 *01 *01 •95 2 .10 1*20 *30 3 .25 7.56 •01 % •24* 7.W fOl

10 I 32 19.05 .001 2 .2* 8.36 '.01 3 •*21 *80 '.OS <t >32 12.69 ,001

11 1 •20 ».32 .05 2 .13 2.0* >20 3 .w 21.60 .001 t* .2% 7.1H .01

12 1 *03 .10 .80 2 ,02 • *H8 .90 3 19.80 .001

.39 18,86 .001

13 1 .08 ,69 *50 2 •0 .0 .99 3 *«*s 2H.2H .001 ** .35 isaa .001

1*1 1 •US 21,87 .001 2 ,07 *60 .50 3 at 12.2H .001 H *03 ,11 .80

IS 1 *21 «i*7S .05 2 «36 11*60 .001 3 a* 2 »*0 .20 b *31 Il*f6 ,-001

117

Item 6r@4@t Bii a i t Level of Ntuter l&ml CoeffidL«wt Square Significance

16 I 2*12 .20 2 •30 10.86 .01 I .11 1.HH .80 ** •32 12.SS »001

17 1 at 1*82 #20 2 . i s 2.76 .10 3 • i s 3.8% .05 % *08 .79 .**0

IS 1 .05 *27 .70 2 •02 »0S .90 3 •03 *11 % .15 2.79 *10

19 1 .20 M 8 *os 2 ' .1*» 2*W #20 a a s *70 4 .15 2*7S .10

20 1 .03 .10 .90 2 2.i*0 .20 3 ' .20 H.80 *0S J* *20 •OS

21 1 .0 .S3 2 .22 S.76 .02 3 .11 1,W» •to it .1* 2.S3 ,20

22 1 .2% i .22 .02 2 *30 1O.S0 .01 3 *09 *ss .SO 4* ' .12 1.78 .20

23 1 .03 .10 .90 2 .2* $*9S .01 3 • 32 11.06 .001 % ' *25 7«-75 .01

n@

Item Grade IM Chi Lawttl of Misstep Leval - Coefficient Square SiglificsarKsa

2H 1 .16 2.76 a o 2 •2% 6,98 •01 3 •3S 14^0 *001 it a ? 3.58 • 10

25 1 •06 *39 •SO 2 a t 2»<fc •20 3 •31 11.52 •001 * •37 6.97 •01

26 1 ,06 .39 .50 2 • 29 9.60 • 01 1 a s 3*0 a o ** •12 1.7S •20

27 1 ¥12 X.SS • 30 2 -.OS •60 •so 3 *22 1*7$ *02 % *26 8,38 •01

28 1 *62 Hl*51 .001 2 .33 13.20 *001 3 ,31 11.52 •001 H •31 11.92 .001

29 1 .51 2@iOS •001 2 .05 .60 •50 3. .18 27*80 • 001 % .25 7«7S •81

30 1 .02 »02 • 90 2 .27 ®»7§ •01 3 •13 2*0*1 .20 *i .25 7*75 •01

31 1 *01 •01 >90 2 .15 2#?§ a o 3 .32 12*2% • 001 H .21 7 ,m •01

IIS

ItWtt Hurate

eras!a Level

Phi Coefficient

Chi Square

tevel of Significance

32 1 *31 10,37 •01 2 *10 1.20 .30 3 »0? *50 .50

*W 19,P» .001

31 1 .1% 2*11 *20 2 ,10 1*2® *30 3 24.24 •001 4 a t 12,69 *001

34 I *06 • 38 .so 2 *2U 6.96 *01 3 **»2 21*60 ,001 ** .13 2.10 .20

IS 1 .IS 3* 89 •®5. 2 *0 *0 .99 3 .30 10*80 .01 H *30 n , i 6 *001

36 I 14.04 ,001 2" #21 $*28 '•OS 3 .30 10*80 .01 *t 18.8© *001

37 1 .ou *10 *80 2 .24 6.96 *01 3 .4$ 2S.S0 ,001 H *18 %m *0S

38 I •IS 2*75 *10 2 *93 *11 ..80 3 .52 32*40 *001 »t .35 15.19 .001

3$ 1 .02 *0% ,10 2 *24 S*3S *01 3 .40 19*80 .001 k .32 12.69 .001

120

Item Grada Phi Chi Level of Musber Lewi Coefficient StfWBtt Significance

m 1 • 22 5,22 *05 2 •20 4,80 •OS 3 •«a 20.*0 •001 4 .23 @•55 •02

HI 1 •12 1. S5 *30 2 ,10 1,20 •30 3 •26 8# 16 .01 % •IS 2»7t *10

H2 1 •Of •10 • SO 2 *06 •60 3 M 21*60 •001 k .26 8*38 #01

1 *05 •2? •60 2 ,27 8*7$ •01 3 .46 25.20 •001 it • 22 StOO •02

1 .21 1**1 •30 2 .02 .05 • 30 3 •HI 21*60 •001 % •IB 1*02 •05

k$ 1 •25 6*75 •01 2 .06 •41 •60 3 •26 8*16 •01 H #20 Km #85

m 1 *20 %ai •05 t • 12 1*88 •20 3 •19 **•80 •03 k .28 9*72 •01

1 •12 1.55 •30 2 •H ! •** •30 3 •25 ?*S§ •01 4 • 38 17*tl .001

121

Item Grada Phi Chi Level of Nwaber- hmtl Coefficient Sqmm SiydfleaiK*

ftWHWH !(MiiWii»ii.l|liiHn

1 .05 ,27 ,70 2 *11 l*«rt ,30 3 <29 9# 60 4| 01 * #35 IS at >001

*9 1 #05 *27 ,70 2 *22 5,76 ,02 3 #18 H*80 ,05 * *30 11*16 ,001

50 1 *32 11*06 #001 2 *25 7*W ,01 3 <34 1»I#W #001 * *36 16,07 ,001

5 1 1 .29 9,08 ,01 2 *27 8,76 ,01 3 *29 9*60 ,01 * .20 >1.96 ,05

5 2 1 *03 ,10 *80 2 *16 3>«0 ,10 3 *32 12*29 ,001 11 #38 17*90 ,001

5 3 1 <11 1*31 .30 I *21 5*28 *0S 3 <35 1U*H0 ,001 *» *26 6,ff #01

5 U J *25 6*75 , 0 1 2 *15 2*76 ,05 3 *36 1S*60 .001 * .39 18,86 , 001

5 5 1 <39 16.1*2 ,001 2 *17 3*H8 h o f . 32 12*29 ,001 * <30 11*16 ,001

122

Item Grade Phi CM Level of Ntwfear Level Coefficient Sifpifiemao®

56 1 •20 H,32 •05 2 •08 .72 3 .31 11,52 ,001 H •20 9*72 ,01

57 1 .0 ,0 *99 2 ,06 ,*3 *60 3 .31 11.52 ,001

20#8H .001

58 1 •22 5,22 f 05 2 .16 3#Q ,10 3 .2H 8«S6 •01 % •29 10« 3 *01

59 1 *o? • 53 •50 2 .19 *.80 #05 3 .25 7,«* .01 J* •28 %n .01

60 1 ,12 1.55 *30 2 ,0? .59 .t*0 3 #33 13*20 .001

,22 e.oo •02

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Kellay, Truman U , "The Selection of Upper and Uwer Qkn9» for the Validation of Test. ItM**" Journal of Educational ***** v mxmrwfi* A!1!!'')1'• '

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Lord, F. M m "Hi© JtolatUR of the Reliability of Multiple-Owioe Tests to U » Distribution of Item Difficulties Psyclisa tritea, XVII (1952), 181-19** ' •

McLondon, Janathcm C,, "Curriculum Materials," Social Education, XXV (Octefoer, 1961), Number 1, 293-295,

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1362), Number 3, »?»

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California Test teeau# Technical Ri - * - - - e> idwmmm:

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g » t 1957 edition, Los Test Bureau, lf$7#

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aiWiawiMiwig|iii wiii.M'iit«nmy iiiiiiiniMiMffiiiiii-'i' • m

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1955. '

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Y««rtj®e®e* - , .w

12?

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JtMi Social iST

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Educational Policies Comsissim, 111# r,

H 101,0

•#*

of Edugatto in WWbfj^

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Harris , Chester W» and Marie K, l i b a , Encyclppedia of Educational teeardu editor®, th i rd edi t im, '* lw^^E71l ie , v SHmn""***"

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flenry, Nelson B# , ed i to r , Social Studies in the, Elenenl School, •• The Fifty~SixftT ISSrBooFoT ^^"'lational ' ' Society

• B r ' I S Study of Education, Bart I I , Chicago, the University of Chicago Press, 1957.

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H @ w Yofk Qjap^g sorfJjiw'a Sons, 193*.

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&• '£»» Th« HartlaMl Ooweil to th* . Social Studio, 1950,

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fiodgson, Frank Wilton* "Organizatiori and OontaRt of the Soeial Studies Cwr"icult8n4

M Ed, D.« Dissertation, Scfic&ol of B&k»* tiori. University ef Southern Califwniai 1953,